Self-Confidence Critique - Report Example

Self-Confidence Report (Author’s name) (Institutional Affiliation) Abstract This report scrutinizes the importance of self-confidence and ways of how to improve the confidence among English QUT International College students. Both primary and secondary research was used in this report. The primary data contains a 10-question survey distributed to 20 students of QUT International College. The secondary data arises from creditable resources. The result shows several discoveries concerning respondent’s opinions about their self-confidence, its importance and how to improve it among the English QUT International College students. The report offers some recommendations to improve self-confidence of QUT International College students since it is of importance to them. TABLE OF CONTENTS Abstract 2 Table of Contents 3 1. Introduction 4 1.1. Background 4 1.2. Objectives 4 1.3. Scope 4 1.4. Method/Source 5 1.5. Acknowledgements 5 2. Findings 6 2.1. Respondent’s opinion about being nervous to study English 6 2.2. Respondent’s opinion about their most confident skill 6 2.3. Respondent’s opinion about importance of self-confidence in studying English 7 2.4. Respondent’s opinion about elements that make one feel confident 8 2.5. Respondent’s opinion about effective ways to improve self-confidence 9 2.6. Respondent’s opinion about self-confidence being able to solve studying problems..9 3. Conclusions 10 4. Recommendations 11 5. Benefits 11 6. Evaluation 11 References 1. Introduction Self-confidence is a key character in a student. It is self-assuredness in a persons’ ability, judgment and power. Self-confidence is affected by one’s self-esteem. Positive self-esteem has an effect to psychological health and physical health. On the other hand, low self-esteem brings about health problems, depression and antisocial behavior. It is evident that students of poor health will surely display low levels of self-esteem. In students, self-confidence varies and is observed in different dimensions. It has been observed that components of a student’s academic life affect their self-esteem. (Mitchell & Conn, 1985) 1.1. Background The reason why QUT International College students selected to represent the report’s sample population is because the issue of self-confidence affecting academic performance had been a speculation for a while. There was also an issue about whether it mattered to have self-confidence or not as a student. It was a factor to find if self-confidence was crucial, if so, then how would it possibly improve the confidence among English QUT International College students. 1.2. Objectives This study was anticipated to find out the importance of self-confidence and also find how to improve the confidence among English QUT International College students. The report was to find the significance of understanding particular learning skills that proved to be beneficial for international students educational knowledge in Australia. 1.3. Scope The study was established on the basis of two aspects. The first aspect was to get opinions of the students of QUT International College from questionnaires about the importance of self-confidence. The second aspect was to find how to improve the confidence among English QUT International College students. The data was recorded and analyzed. The problem was that some of the data was not clear and therefore it was not included. 1.4. Method/Source This report was done through the use of questionnaires. The questionnaires contained ten (10) written questions which included multiple choices, dichotomous and one open question. The questionnaires were distributed to students who were present at QUT International College. After distribution time, the feedback forms were collected from the students. The questionnaires were evaluated, and the results obtained. 1.5. Acknowledgements Thanks must be shown to the English QUT International College students who were of significant help to the completion of this study. Their cooperation and feedback is appreciated. 2. Findings 2.1. Respondent’s opinion about being nervous to study English The study was done to find out from the students if they felt nervous when studying English. The findings showed that 60% of the entire students that took the questionnaires said that they were nervous to study English. The remaining 40% of the total number of students said that they were not nervous to study English. Figure 1: Students nervous to study English 2.2. Respondent’s opinion about their most confident skill This investigation was expected to find out from the students which skill in English were they more self-assured. There were five main skills which included reading, speaking, writing, spelling and listening. The most confident skill among many students was reading. The least confident skill among the students was writing. From the obtained results it indicates that many students read a lot and therefore, gaining experience in reading. (Haroun, 2011) The experience achieved from reading gives the students confidence in the skill. A lot of the students indicated that they are not confident with their writing skills. (Fennell, 2011) This shows that the students are not well competent with their English grammar and knowledge. Figure 2: Confident English skill 2.3. Respondent’s opinion about the importance of self-confidence in studying English The study was directed to find out from the students the importance of self-confidence in studying English. The main significance of self-confidence given included learning quickly, speaking fluently, participating effectively and studying wisely. The most important factor of self-confidence in studying English was speaking fluently and participating effectively. The least important factor of self-confidence in studying English was learning quickly. Figure 3: Importance of self-confidence in studying English 2.4. Respondent’s opinion about elements that make one feel confident This investigation was directed to find out from the students the elements that make a student feel confident. The elements that make one feel confident were managing time, making decision, preparing for coming to class and achieving all skills in class. The study indicated that the most important element to the students that make one to be confident is managing time. The least important element was pointed out to be achieving all the skills. Figure 4: Elements on confidence 2.5. Respondent’s opinion about effective ways to improve self-confidence This examination was steered to find out from the students the effective ways to improve self-confidence. The effective ways were identified to be practicing ones voice, spelling words correctly, talking with a native speaker, present topics and reading articles. The most effective way was revealed to be talking with a native speaker. The least effective way to improve self-confidence was seen to be present topics. Figure 5: Effective ways to improve self-confidence 2.6. Respondent’s opinion about self-confidence being able to solve studying problems This study was targeted to find out from the students if self-confidence is able to solve studying problems. The student’s opinions were graded according to those who strongly agree, those who agree, those who disagreed, those who had no opinion and those who strongly disagreed. The majority of the students clearly stated that they agree that self-confidence can add an extra ability to solve studying problems. The least number of students stated that they had no opinion about the matter. (Hambly, 1987) Figure 6: Self-confidence ability to solve studying problems. 3. Conclusions From the above findings and discussions, the following deductions were made: Studying English was a huge task for many students hence makes them nervous. The students do prefer reading more than writing. Many students see self-confidence as a key quality for them to participating effectively and speaking fluently. The ability to manage time gives one confidence. The students believe that talking with a native speaker is an effective way to improve self-confidence. The students trust that self-confidence is the main characteristics to solve studying problems. (Walker, 2004) 4. Recommendations From the findings of the research, there are several key points that were observed. The following recommendations are suggested to the English QUT International College students in order for them to understand the importance of self-confidence and how to improve their confidence in English study: To train themselves to be calm when studying English. To train themselves about writing English and do more practice in writing English. (Herrell, Jordan, & Herrell, 2012) To gain self-confidence while studying English since it is important in speaking fluently and participating effectively. To train themselves how to manage time since it is a key element that makes one feel confident. To practice on talking with native speakers since it is key to assisting one improve their self-confidence in studying English. To learn how to improve self-confidence since it is a factor that can solve studying problems. (Fox, 2008) 5. Benefits From the above recommendations, students will be able to have self-confidence and also get to improve it. The profits of self-confidence will be evident through their academic performances. If the students practice the different qualities that yield self-confidence, then it will benefit both their studies and themselves. In the short term, it will assist the students achieve their goal and in the long term improve the standards of QUI International College. 6. Evaluation The study was a success since it obtained various results concerning the covered issues. References Fennell, M. J. V. (2011). Boost your confidence: Improving self-esteem step-by-step. London: Robinson. Fox, A. (2008). Be confident in who you are. Minneapolis, MN: Free Spirit Pub. Hambly, K. (1987). How to improve your confidence. London: Sheldon. Haroun, L. (2011). Career development for health professionals: Success in school & on the job. Maryland Heights, Mo: Saunders/Elsevier. Herrell, A. L., Jordan, M., & Herrell, A. L. (2012). 50 strategies for teaching English language learners. Boston: Pearson. Mitchell, W., & Conn, C. P. (1985). The power of positive students. New York: Morrow. Walker, J. (2004). Psychology for nurses and the caring professions. Maidenhead: Open University Press. Read More