Research Proposal 1

1. Statement of the Problem

Self-Esteem is one of the crucial components in the educational setting; it is an

indispensable aspect of learners' educational process. Moreover, it is not only a driving force

to successful language attainment, but plays a great role in SL / FL achievements as well.

High Self-Esteem underlies all the language skills; its lays the ground for successful

development of language skills. Nevertheless, a large portion of second year students at Badji

Mokhtar University of Annaba lack Self-Esteem. Particularly, they tend to show low Self-

Esteem regarding the listening skill. These students with low Self-Esteem on listening

comprehension do to trust their listening capacities. They do not perceive themselves as

capable of understanding listening passages. When listening to a recording, for instance, they

show facial expressions of confusion. This displays their uneasiness in what is said. Adding to

that, by the end of listening to the recordings, they do often express a need of getting

additional listening to the same passage. This reaction is even observed within exams. A

considerable number of students do not trust their listening capabilities and start struggling

with the passage contents. Teachers generally give an opportunity of two listening, but they

ask for a third listening and keep asking for another listening. In the light of this perspective,

three research questions are stated as follows:

1) How does second year students 'self-confidence affect their Self-Esteem?

2) How do students' perceptions of themselves influence their Self-Esteem?

3) Does the number of listening to the same passage enhance listening comprehension?

4) Do EFL students use strategies to understand listening passages?

2. Hypotheses

Hypothesis One

Low Self-Esteem may result from shortage in self-confidence.

Hypothesis Two

Low Self-Esteem may stem from students' perceptions of themselves as non-efficacious

listeners.

Hypothesis Three

Low Self-Esteem might emerge from failure in listening to EFL passages.

3. Aim of the Study

This research aims at resolving the problem of low Self-Esteem on listening

comprehension of second year students. Also, it proposes some possible solutions to promote

students motivation in listening comprehension. Finally, these potential solutions will

promote not only efficacious listeners but also successful English language learners.

4. Means of Research

Two means of research are used in this study: students’ questionnaire and teachers’ semi-

structured interview. Students’ questionnaire is organized in a way to detect the source of low

Self-Esteem on listening comprehension of second year students. Whereas, teachers’ semi-

structured interview seeks insight on how teachers motivate their students to listen and how

they act in front of their failure to listen.

5. Structure of the Study

The present dissertation is divided into three chapters that can be presented as follows:

- Chapter One: It is an introductory chapter that reviews the literature about Self-Esteem on

one hand and listening comprehension on the other hand. It deals with Self-Esteem’s

definitions, theories, and strategies. Also, it describes the relationship between Self-Esteem

and academic attainment. Moreover, it presents the definition of listening and listening

comprehension, listening approaches, and listening strategies.

Chapter Two: This chapter is devoted to the means of research used in this dissertation. On

one hand, it represents an analysis of the results obtained from the students’ questionnaire

which was delivered to second year students. On the other hand, it contains an analysis of

teachers’ semi-structured interview. The latter was conducted with teachers of oral

expression.

- Chapter Three: It is devoted to a remedial work that proposes possible, effective solutions to

overcome the trouble of low Self-Esteem on listening comprehension. It introduces some

practical solutions to enhance students’ Self-Esteem which are inspired from teachers’ semi-

structured interview.