UNVEILING GEN Z STUDENT’ CONFIDENCE BUILDING IN SPEAKING ENGLISH

Abstract

Speaking is a crucial skill in English language learning, particularly in EFL contexts where learners are required to communicate ideas effectively in academic settings. However, many EFL learners experience difficulties in speaking due to psychological factors such as low confidence, anxiety, and fear of making mistakes. This challenge is also faced by Generation Z students who, despite being familiar with digital communication, often struggle to express themselves orally in formal learning environments. Therefore, this study explores how Gen Z students build their confidence in speaking English and examines the role of teacher feedback in supporting students’ speaking confidence in an EFL context. This study employed a qualitative research design involving six third-semester students from the English Education Study Program at Universitas Suryakancana Cianjur. Data were collected through semi-structured interviews and classroom observations and analyzed thematically to identify patterns related to confidence development. The findings reveal that students develop speaking confidence through continuous exposure to English, self-preparation, emotional regulation, peer interaction, and the use of digital media. In addition, teacher feedback plays a significant role in enhancing students’ confidence, particularly when delivered in a supportive, constructive, and non-judgmental manner. Such feedback helps students reduce anxiety, reflect on their speaking performance, and increase motivation to participate in speaking activities. Overall, the study highlights the importance of supportive learning environments and effective teacher feedback in fostering students’ speaking confidence in EFL classrooms.