Tue, May 19, 2026
[Archive]
Volume 2, Issue 4 (2-2021)
Int. J. Ethics Soc 2021, 2(4): 57-64 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Ghaffari M. The Effect of Ethical Interaction in the Classroom on Self-Confidence in English Conversation. Int. J. Ethics Soc 2021; 2 (4) : 7
URL: http://ijethics.com/article-1-432-en.html
URL: http://ijethics.com/article-1-432-en.html
a) Ph.D. Candidate of TEFL, Islamic Azad University, Maragheh, Iran , Mostafa.ghaffari@gmail.com
Abstract: (4 Views)
Background: Today, emotional and psychological factors, along with language skills, play an important role in the success of language learners, and one of the most important of these factors is self-confidence in the conversation process. Ethical interaction in the classroom includes components such as mutual respect, emotional support, educational justice, positive feedback, and creating a safe psychological environment that can affect the level of participation and verbal courage of students. The present study was conducted with the aim of investigating the effect of ethical interaction in the classroom on students' self-confidence in English conversation.
Method: The present study was quantitative and descriptive-correlational. The statistical population of the study included high school students in Islamshahr in the academic year 1404-1405, from which 200 people were randomly selected. The data collection tool included the Ethical Interaction in the Classroom Questionnaire and the Self-Confidence in English Conversation Questionnaire. The validity of the questionnaires was confirmed by expert professors, and their reliability was obtained through Cronbach's alpha coefficient of 0.89 and 0.86, respectively. The research data were analyzed using SPSS version 26 software and Pearson's correlation coefficient, linear regression, and analysis of variance statistical tests.
Results: The results showed that there is a positive and significant relationship between ethical interaction in the classroom and self-confidence in English conversation (P<0.05). Also, the components of mutual respect and positive feedback had the greatest predictive power of speech confidence.
Conclusion: The findings indicate that creating an ethical and supportive environment in the language classroom can reduce speech anxiety, increase active participation, and improve students' conversational performance. Accordingly, teachers' attention to the ethical dimensions of educational interactions can play an effective role in improving the quality of English language teaching.
Method: The present study was quantitative and descriptive-correlational. The statistical population of the study included high school students in Islamshahr in the academic year 1404-1405, from which 200 people were randomly selected. The data collection tool included the Ethical Interaction in the Classroom Questionnaire and the Self-Confidence in English Conversation Questionnaire. The validity of the questionnaires was confirmed by expert professors, and their reliability was obtained through Cronbach's alpha coefficient of 0.89 and 0.86, respectively. The research data were analyzed using SPSS version 26 software and Pearson's correlation coefficient, linear regression, and analysis of variance statistical tests.
Results: The results showed that there is a positive and significant relationship between ethical interaction in the classroom and self-confidence in English conversation (P<0.05). Also, the components of mutual respect and positive feedback had the greatest predictive power of speech confidence.
Conclusion: The findings indicate that creating an ethical and supportive environment in the language classroom can reduce speech anxiety, increase active participation, and improve students' conversational performance. Accordingly, teachers' attention to the ethical dimensions of educational interactions can play an effective role in improving the quality of English language teaching.
Article number: 7
Type of Study: Original Article |
Subject:
Special
Received: 2020/09/19 | Accepted: 2020/10/12 | Published: 2021/03/5
Received: 2020/09/19 | Accepted: 2020/10/12 | Published: 2021/03/5
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution 4.0 International License. |
© 2026 CC BY 4.0 | International Journal of Ethics and Society
This work is licensed under a Creative Commons Attribution 4.0 International License.
Designed & Developed by : Yektaweb