Students’ Perception Of Self-Confidence In English Communication Among International Program Students: A Psychological Communication Approach
Abstract
This study investigates how international program students in West Java perceive their self-confidence in English
communication. It explores psychological and situational factors shaping their confidence, identifies communication
challenges, and offers strategies for improvement. By providing insights for educators and institutions, the research
aims to foster supportive environments that enhance students’ fluency, motivation, and active participation in English.
This qualitative case study explores how international program students in West Java perceive their confidence in
English communication. Using in-depth interviews and literature review, it aims to interpret students’ lived
experiences in academic settings. The approach enables a deep understanding of how social and individual factors
shape students’ communicative confidence within specific educational and cultural contexts. Students’ confidence in
English communication was shaped by their self-perceived behavioral patterns, emotional experiences, and learning
environments. Their confidence developed through personal growth, contextual exposure, and supportive
surroundings. Additionally, intrinsic drive and academic goals fueled their motivation, further strengthening their
self-belief in using English effectively across different settings and situations. This study applies Bem’s Self-Perception
Theory to second-language communication, showing how confidence arises from interpreting behavior in context.
Findings suggest educators foster confidence by encouraging flexible language use and low-stakes speaking.
Limitations include a localized, cross-sectional sample. Future research should explore broader contexts, skills, and
frameworks to design interventions like mentorship or reflective tools that support student communication confidence.
Keywords: Self-confidence, english communication, international class, self-perception theory, second language
learning.
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