Literature Matrix

Delineating
Bibliography Objective Factors/ Variables Methods Major Findings Recommendation/S

Al-Hebaish, S. M., & The study was  oral The study conducts The results Language instructors
Mohammad, S. particularly performance a data collection indicated a were recommended
(2012). The aimed at  academic through a General positive to enhance building
correlation between investigating achievement Self-Confidence significant up their students'
general self- the correlation  General self- Questionnaire correlation self-confidence in
confidence and between confidence (GSCQ) and final between the order to develop their
academic general self- evaluation grades in two variables. oral performance
achievement in the confidence and the Oral The more self- achievement.
oral presentation academic Presentation course. confident
course. achievement in SPSS was used for learners were,
https://scholar.google the oral analyzing data. the higher were
.com.ph/scholar?hl=e presentation Participants were 53 their scores in
n&as_sdt=0%2C5&q course. undergraduate the oral test.
=Al- female English Highly self-
Hebaish%2C+S.+M. majors, from Taibah confident
%2C+%26+Mohamm University. learners were
ad%2C+S.+%28201 ready to try to
2%29.+The+correlati speak in front of
on+between+general others. Lack of
+self- general self-
confidence+and+aca confidence, on
demic+achievement+ the other hand,
in+the+oral+presenta resulted in lack
tion+course.&btnG= of interest to
strive for high
quality oral

EFFECTS OF ORAL COMMUNICATION TO THE SELF-ESTEEM OF HUMSS STUDENTS| 1

 performance.
The findings of
the study also
highlighted the
importance of
promoting
general self-
confidence
among
language
learners in
order to
develop their
oral proficiency.

Koosha, B., Ketabi, This study  self-esteem The result This paper might
This study uses:
S., & Kassaian, Z. aimed at  speaking showed a have some
(2011). The Effects investigating skills 1- An OPT test was
significant suggestions for
of Self-esteem, Age the relationship  testing administered to
relationship language teachers.
and Gender on the between self- speaking determine the
between self- As it was shown, the
Speaking Skills of esteem, age  Persian language proficiency
esteem and level of learners' self-
Intermediate and gender on of the learners.
speaking skill esteem has a
learners of
University EFL the one hand with fluency
2- A speaking scale significant effect on
English
Learners. Theory & and speaking developed byexerting the the fluency of
Practice in skills on the most influence. learners' speaking.
Farhady, Jafarpoor
Language Studies, other hand. There was also So it might be helpful
and Birjandi (1995)
1(10). a reverse
was used by the if teachers pay more
https://www.research relationship
instructor teaching attention to their
gate.net/profile/Saee between age
the course of oral students' level of self-
d_Ketabi2/publicatio and speaking
production of short esteem and try to
n/267372651_The_E skills.
stories at Khorasan enhance it.
ffects_of_Self- Concerning the English language
University. This
esteem_Age_and_G relationship learners could also
EFFECTS OF ORAL COMMUNICATION TO THE SELF-ESTEEM OF HUMSS STUDENTS| 2
ender_on_the_Spea scale measures the between gender benefit from the
king_Skills_of_Interm participants' and speaking findings of this study
ediate_University_EF speaking ability in skills, no to become aware of
L_Learners/links/55a terms of the statistically the impact of self -
5e6ad08ae5e82ab1f following significant esteem and age and
c820/The-Effects-of- components: a. association was make appropriate
Self-esteem-Age- Accent; b. Structure; found. decisions to enhance
and-Gender-on-the- c. Vocabulary; d. their self-esteem and
Speaking-Skills-of- Fluency; and e. also to begin learning
Intermediate- Comprehension. a second language at
University-EFL- 3- A questionnaire an earlier age.
Learners.pdf taken from
Sorensen (2005)
containing 50 items
was used to
measure the degree
of participants‟ self-
esteem. The
participants were
also asked to
mention their age
and gender as it was
necessary to seek
the correlation
between age and
gender, and self-
esteem.
The teachers are
Chicago Salim, A.  self Documentation and The findings suggested to enforce
(2015). GENERAL This study is questionnaire are reveal that: activities that could
confidence
aimed to: (1) the students‘ increase students‘
SELF-CONFIDENCE  speaking used as instruments
AND ITS (1) describe to collect the data in general self-
achievement self-confidence which
IMPLICATION ON general self- this study. The in turn could
EFFECTS OF ORAL COMMUNICATION TO THE SELF-ESTEEM OF HUMSS STUDENTS| 3
STUDENTS’ACHIEV confidence  oral subjects of this confidence is decrease their
EMENT IN ORAL among presentation study are 68 quite strong, anxiety in public
PRESENTATION. Indonesian EFL students at the (2) the students‘ speaking.
JEELS (Journal of learners, second semester in academic
English Education (2) describe English Department achievement in
and Linguistics their academic of one private the oral
Studies), 2(2). achievement in university in presentation is
http://jurnal.iainkediri. oral Lamongan, good, and
ac.id/index.php/jeels/ presentation, Indonesia. (3) the two
article/viewFile/95/97 and variables show
high correlation.
(3) find out the
relationship
between self-
confidence and
their academic
achievement in
oral
presentation.
Ahour, T., & To empirically  self-esteem An OPT test were The findings It suggested that in
Hassanzadeh, Z. investigate the indirect administered to revealed that foreign language
(2015). An possible strategies determine the learners who learning situations,
investigation of the relationship  foreign oral language proficiency had higher learners could be
relation between between Iranian language of the learners. levels of self- expected to perform
self-esteem, intermediate proficiency esteem had better in their oral
indirect strategy EFL learners’ Speaking test of also better performance by
use and Iranian self-esteem, TOEIC (Test of presentation in enhancing their self-
intermediate EFL their use of English for the speaking esteem related to
learners' oral indirect International test. It showed their task.
language strategies Communication) a significant
proficiency. Theory (meta-cognitive, were used to relationship
and Practice in affective and determine the between
social), and utilization of
EFFECTS OF ORAL COMMUNICATION TO THE SELF-ESTEEM OF HUMSS STUDENTS| 4
Language Studies, their foreign speaking ability of indirect
5(2), 442-451. oral language the students. strategies and
http://www.academy proficiency. A questionnaire self-esteem. It
publication.com/ojs/i taken from can be inferred
ndex.php/tpls/article/ Sorensen (2005) that those with
view/tpls0502442451 containing 50 items good self-
were given to the esteem tended
participants to to be more
measure the degree successful in
of participants’ self- using indirect
esteem. strategies.

EFFECTS OF ORAL COMMUNICATION TO THE SELF-ESTEEM OF HUMSS STUDENTS| 5