Self-esteem and English language learning in secondary school students

The goal of the research was to determine the relationship between self-esteem and English language acquisition among high school students at a public school. The methodology employed a standard correlational, non-experimental research design. We selected a random sample of 40 second-year secondary school students for our study. The tools consisted of a questionnaire with 58 questions and an English exam encompassing a total of 60 items, both of which demonstrated appropriate reliability and validity. The research demonstrates a notable positive link between self-esteem and English proficiency, indicating that elevated self-esteem enhances motivation, confidence, and resilience in the acquisition of English. Various facets of self-esteem, including self-worth, peer interactions, familial support, and the educational environment, differentially impact English proficiency, with school-related self-esteem exerting a moderate influence. In conclusion, the majority of students possess medium to moderately high self-esteem, which enhances their active engagement and persistence in language acquisition. The study advocates for the integration of self-esteem boosting measures into educational programs to facilitate students' performance in learning English.