Exploring The Confidence-Building Strategies of Introverted students in Speaking English

Speaking proficiency is considered one of the most challenging skills for EFL learners, particularly for introverted students who often experience anxiety, fear of negative evaluation, and limited classroom participation. This study aims to explore the confidence-building strategies used by introverted students in speaking English and to identify the challenges they encounter in applying these strategies. Using a qualitative case study design, this research involved students from the English Department, batch 2022. The Eysenck Personality Inventory (EPI) was administered to identify introverted students, resulting in five participants selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldana’s framework, including data reduction, data display, and conclusion drawing. The findings indicate that introverted students build confidence primarily through independent and private preparation, such as practicing alone, rehearsing in front of a mirror, reading aloud, and improving pronunciation. Additional strategies include preparing materials in advance, using English videos for imitation, participating in small group discussions, and applying positive self-talk. Supportive social environments also enhance their confidence. Despite this, students face challenges such as fear of negative evaluation, limited vocabulary, unexpected speaking tasks, mental fatigue, and unsupportive learning environments, which affect their participation. To sum up, introverted learners develop confidence through preparation-based and reflective approaches, while their challenges arise from cognitive, emotional, and environmental factors. These findings highlight the importance of supportive and low-pressure speaking environments.