Confidence and Formal Speech in High School Students in English Language: Mentoring in EFL instruction

Abstract

Speech delivery in English as a foreign language remains a challenge for high school students in Ecuador. This study aims to assess students’ formal speech performance in EFL and to identify mentoring strategies that may support their improvement. A mixed method case study was conducted with 37 participants, including 13 students, 11 instructors, 9 parents, and 4 friends. The instruments used are the standardized speech rubric of Peeters et al. (2010), a mentoring survey, and the observation checklist. Students participated in a local English-language speech festival of as part of the research process. The findings showed that instructors provide Logistical and Technical support, meanwhile parents and friends focused on Emotional support. In addition, 6 students reached (A) an outstanding level, 6 (B) a good level, and 1 (C) a modest level. The findings suggest that nonverbal skills are influenced by students’ confidence, it can be supported with Emotional mentoring, while technical and logistical mentoring may contribute more directly speech organization and verbal delivery.