Middle School Students’ Confidence and Differentiated Instruction
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This paper investigates Korean middle school students’ self- reporting of their confidence levels. The primary purpose of this investigation was to collect data on a yet- to- date little researched area: confidence as situated within the affective domain. Qualitative data were collected via one questionnaire, given twice, and subsequently analysed. It is argued that attention to the affective domain caused a statistically significant improvement in self- assessed confidence levels of the students. The results indicate that attention to the affective domain, and communicative English as a Foreign Language treatment in the classroom can positively impact the affective domain which in turn encourages language learning.
Abstract
This paper investigates Korean middle school students’ self- reporting of their confidence levels. The primary purpose of this investigation was to collect data on a yet- to- date little researched area: confidence as situated within the affective domain. Qualitative data were collected via one questionnaire, given twice, and subsequently analysed. It is argued that attention to the affective domain caused a statistically significant improvement in self- assessed confidence levels of the students. The results indicate that attention to the affective domain, and communicative English as a Foreign Language treatment in the classroom can positively impact the affective domain which in turn encourages language learning.