The Relationship Between Students' Self-Confidence and Accuracy of Pronunciation in Speaking Classes

Abstract

This study examines the relationship between students' self-confidence and their pronunciation accuracy in speaking classes. Using a quantitative correlational design, data were collected from 50 students through a self-confidence questionnaire and a pronunciation test. Descriptive statistics, normality, linearity, and Pearson's correlation analysis were performed using SPSS. The results showed a very weak negative correlation (r = -0.099) between self-confidence and pronunciation accuracy, which was not statistically significant (p > 0.05). These findings indicate that self-confidence alone does not predict pronunciation accuracy, suggesting that technical phonetic training and practice may play a more decisive role. This study recommends integrating pronunciation-focused instruction with confidence-building activities to promote accuracy and communicative competence in EFL learners.