Lack of Self-confidence in Speaking English language Fluently of English Language Teachers at Public Basic Schools in Erbil

Abstract

This research investigates the pivotal role of self-confidence in fostering success in acquiring a second language, with a specific emphasis on the proficiency in the English language exhibited by elementary school English teachers in Erbil, Kurdistan. The study seeks to identify the impediments that hinder language educators from attaining fluency in spoken English and delves into the ways in which self-confidence exerts influence over their journey in language acquisition. Employing a quantitative research approach, a questionnaire was administered to a cohort of 41 elementary school English teachers hailing from diverse backgrounds and representing 41 distinct public schools during the academic year of 2021. The analysis of the data hinged on Likert scales applied to assess various variables, ultimately revealing several noteworthy barriers. These barriers encompassed a dearth of motivation, the practice of code-switching between Kurdish and English in classroom communication, inadequate opportunities for English language practice, both within and outside the classroom setting, alongside challenges linked to grammar, vocabulary, and pronunciation.