How can we encourage English learners to feel self-confident?

Jeanne Perrett
A group of students in a classroom sat at their desks, smiling and looking towards their teacher at the front

Encouraging learners to feel more confident in the classroom is a problem often faced by teachers. Below are five simple things you can adopt in your classroom to encourage learners to feel self-confident.

The small things

Let’s start with the physical comfort of our students. Having the room adequately heated or cooled, asking if they would like the window open, making sure everyone has had some water or checking to see if anyone needs to go to the bathroom or wash their hands only takes a minute at the beginning of the lesson. It helps our children to know that their welfare is our concern.

Then, make sure that everyone has their books and praise them for being organized or having their pencils sharpened and ready. These things seem trivial, but they count. They count because we are acknowledging the fact that it isn’t always easy to get up and ready for school every morning, day after day and that just managing that well is an achievement.

So, starting by checking the small things helps to give our students a feeling of well-being before the lesson has even begun.

Clarity and familiarity

Be clear. Be clear about what you are all going to do and why you are going to do it. There is no such thing as ‘the obvious’ when it comes to learning. For example, you know that English is spoken internationally, but primary-aged students may have no concept of what ‘internationally’ means.

They may never have considered the concept of language itself. So, we must state the ‘obvious’ and do it in ways which are meaningful to the children, through videos, pictures and relatable examples. This goes for everything; what a verb is, how we form negative statements, what question marks indicate and what today’s lesson aims are.

Whatever they need to know, we need to state it clearly and when they have forgotten, we tell them again without ever making them feel that they ‘should’ have remembered. They forget – we remind. That’s our job.

Then there is the familiarity of a routine. Apart from making us feel reassured that we know what is happening, routines also feed into the innate need for repetition. Young children want their favorite bedtime stories told to them exactly the same way each night and will pop their heads up to correct us if we do something differently. That repetition is part of practice; doing, saying or hearing something repeatedly until we are completely sure we know it.

Most teachers don’t need reminding of this, but it might be helpful to remember that within that routine, one can also have surprises.

A five-minute ‘something different’ slot could be built into your routine. This could be a fun quiz, game or song and dance. A straightforward way of managing this is to write the names of different ‘surprise activities’ on pieces of card, put them into a pot and let a different student pick a card each day.

Room to maneuver

We all feel more confident if we know that we are free to experiment and, within that experimentation, to make mistakes. It can’t be stated often enough that we will only ever learn something by doing it wrong, often many times, before we do it right.

This message may be even more important nowadays when we see and hear perfect versions of whatever has been created - music, cookery and writing to name but a few - especially on social media.

The learning process is not brought to our attention as often as the result, and the results are often digitally altered to look more impressive. We need to remind our children of this and make them feel good about their efforts, however small and halting.

Peer pressure often contributes to a lack of self-confidence; you only need one mocking ‘friend’ to put you off. So, we must be vigilant in noticing little glances or whispered asides and praise the majority of the students who are quietly accepting or encouraging.

Space to flourish

Finally, confidence in our language learning abilities will soar when we know we can make the language our own and use it however we want.

This goes beyond personalizing activities, which can be done at any level ("What’s your favorite food?" "Do you like tomatoes?") and is dependent on the teacher noticing and accepting what individual children are really interested in. So, for example, if we continue with the example of food, a sporty child might be interested in what famous sports people have for breakfast or which foods give us stamina.

A child who is interested in nature might want to know what birds and animals eat. For this to happen, first we need to notice their interests, show enthusiasm for what they are finding out and encourage them to share what they have learnt with the class.

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    The problem of motivation

    Have you ever had a problem like Jaime?

    One of my TESOL graduate students in Colombia does. She has a dream job, teaching English at a country club near Bogota. The club attracts international visitors who come to stay, swim, play tennis and golf. Her job is to improve the English skills of everyone from the club’s hotel staff to the tennis coaches, lifeguards, and golf caddies. Most are highly motivated.

    Except for Jaime.

    Jaime, a golf caddy, would slump into class each day, throw down his bag, sit at the back, and automatically take out his phone.

    “Jaime, could you take out your book, please?”

    “Forgot it, teacher.”

    “Jaime, could you answer the question?”

    “No idea, teacher.”

    She tried everything to motivate him, but nothing seemed to work. So, imagine her surprise one day when she walked into class to find him sitting at the front, book open, sharpened pencils ready, and no phone in sight. Although she found it surprising, she didn’t want to embarrass him and instead taught the lesson as normal. Jaime’s hand shot up constantly, either asking her to repeat a point while he took careful notes, or attempting to answer each of her questions.

    What changed? By the end of the week, she had to find out and asked him to stay behind.

    “Because I only speak Spanish,” he sighed, “I only work for local golfers. But I just found out that the caddies who speak English and carry clubs for the international golfers get tipped ten times as much.”

    Jaime had discovered one of two major reasons for adults to learn a second language: career progression. The other, if you can’t guess, is love...removing language as a barrier to intimacy.

    Transferring motivation

    Everyone is motivated about something and that motivation can be translated to the classroom. For example, without mentioning language learning, ask your students to list a few things they have been motivated about in the past, and identify the principles involved.

    Let’s say a student is motivated to improve her soccer skills. Beyond “It’s fun!”, dig deeper and you’ll uncover things such as understanding personal potential, doing something social, and not letting down teammates. If you substitute classmates for teammates, you can see that these are all motivations for learning a language. There are countless more, but focus on what is personal for each student.

    Enemies of motivation

    Beyond a lack of awareness about the advantages of learning English, here are three enemies of motivation.

    Enemy 1: I’m shy.

    It’s a simple truth that more outgoing people have an easier time learning a language; they’re more willing to make an effort and continue trying until they succeed.

    Naturally shy people will still learn – sometimes focusing more on reading and writing – but there are ways to help them be more outgoing. For example, language games can help shy students by increasing a sense of competitiveness and lowering their affective filters, the emotions that interfere with language acquisition such as anxiety and a lack of self-confidence (Krashen, 1992). The connection is confidence; build up students’ confidence and they will be more motivated.

    Enemy 2: If I don’t speak, I won’t make mistakes.

    This issue is often a byproduct of constant teacher interruptions and comments on students’ language use. Be patient, give students time to think before they answer, and don’t always take the answer from the first person to raise a hand. Consider asking everyone to raise their hands before asking one student.

    When you give feedback, focus on errors and ignore mistakes. We all make mistakes in our first and second languages when we speak and generally know we are making them. It’s just that we may be temporarily distracted. Errors, on the other hand, are mistakes that are repeated and the speaker is unaware of them. This leads to fossilization and challenges remediating them. Focus on systematic errors instead of mistakes.

    Also, as a general rule, when students are speaking, observe the same politeness you would with anyone else. Avoid interrupting, and offer corrections later, perhaps privately or in a note.

    Enemy 3: I don’t have time.

    Many adult language learners are heavily committed to other activities; families and work obligations leave them little time to study. However, others may assume they are busy. As a language task, ask students to write a schedule of their typical day and explain what they do hour by hour.

    While studying cello in my 30s, I was fortunate to come across a book by educator John Holt (1991) who also learned cello as an adult. In the book, he said that if you do anything new in a major way, make room in your life by giving up something else. For students, that something else may be part of their social life.

    But even the busiest students have a few minutes between tasks… time waiting in lines, or on a bus. Using a phone app can provide practice.

    Motivation over time

    Students tend to be motivated to different degrees as they progress through a language. At first, students will make rapid progress and have high expectations about learning English. However, as they advance, their progress becomes less noticeable. This can be a difficult time for students.

    Try using 'imagining sessions' with students, where they roleplay themselves 20 years from now as fluent English speakers. What will they be doing? Maybe they’ll be English teachers themselves! Share your journey to becoming someone who now teaches English. Perhaps you were once a golf caddy named Jaime.