Emotionally Safe Collaborative Learning as a Non-Significant Predictor of Speaking Confidence in EFL Pre-Service Teachers

Hafiz Anshari; M. Zaini Miftah

doi:10.52760/jadila.v6i2.840

Authors

Hafiz Anshari Department of English Language Education, Faculty of Teacher Training and Education, Universitas Islam Negeri Palangka Raya
M. Zaini Miftah Department of English Language Education, Faculty of Teacher Training and Education, Universitas Islam Negeri Palangka Raya

DOI:

https://doi.org/10.52760/jadila.v6i2.840

Keywords:

motionally safe collaborative learning, speaking confidence, EFL pre-service English teachers, collaborative learning, quantitative correlational study

Abstract

Speaking confidence is an essential aspect of oral communication competence among EFL pre-service English teachers, as it influences their willingness to participate in classroom interactions and their readiness for future professional responsibilities. This study aimed to explore the relationship between emotionally safe collaborative learning and speaking confidence among EFL pre-service English teachers. A quantitative correlational research design was employed using an online questionnaire administered to 15 pre-service English teachers enrolled in an English Language Education Program at an Indonesian university. The questionnaire measured participants' perceptions of emotionally safe collaborative learning and their levels of speaking confidence using a five-point Likert scale. The collected data were analyzed using descriptive statistics and Pearson's Product-Moment Correlation. The findings revealed that participants perceived moderate levels of emotionally safe collaborative learning (M = 3.49, SD = 0.46) and moderate levels of speaking confidence (M = 3.39, SD = 0.33). Furthermore, the correlation analysis indicated a weak positive relationship between emotionally safe collaborative learning and speaking confidence; however, the relationship was not statistically significant (r = .285, p = .303). These findings suggest that emotionally safe collaborative learning alone may not be a strong predictor of speaking confidence among EFL pre-service English teachers. Future studies are encouraged to involve larger samples and examine additional factors that may contribute to the development of speaking confidence in EFL contexts.

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