Abstract
The aim of this research study is to find out whether the causes of student teachers’ speaking problems in English arise from low self-esteem. In the study, Rosenberg’s Self-Esteem Scale (RSES) was used as pre-post tests to measure the degree of self-esteem of the student teachers. The pre-test results indicated that most of the student teachers had low self-esteem. The participants were exposed to nine-week classroom treatment in order to increase their global and task self-esteem levels through classroom interaction activities. After the treatment process, RSES was readministered on the participants. Paired sampled t-test results indicated that the superiority of post-test results over the pre-test results with significant differences.
Key words: self-esteem, interaction, speaking skill, student teachers, communication
Details
| Journal Section | Research Article |
|---|---|
| Authors | |
| Publication Date | January 7, 2016 |
| Submission Date | January 7, 2016 |
| Published in Issue | Year 2015 Volume: 4 Issue: 3 |