Exploring English Language Proficiency, Academic Confidence, Self-Esteem, and Academic Stress Among Kurdish Students of Tishk International University
DOI:
https://doi.org/10.23918/ijsses.v12i2p97Keywords:
Academic Stress, English Language Proficiency, Self-Esteem, Academic Confidence, Kurdish University StudentsAbstract
This study investigates how Kurdish students' English language proficiency is related to academic confidence, self-esteem, and academic stress. It fills a gap in the research by focusing on Kurdish students that has not been investigated in depth in earlier scholarly research in educational studies. The aim is to examine English language proficiency, academic confidence, self-esteem and academic stress among Kurdish students at the Education Faculty of Tishk International University. A quantitative approach was implemented using an adapted questionnaire measuring self-esteem, academic stress, English language proficiency and academic confidence. 128 surveys were filled out by 3rd an 4th year student. Statistical analyses measured correlations between demographic background of the respondents, their English proficiency, academic confidence, self-esteem and academic stress. The findings of the study show that older students, and 3rd-grade students experienced more academic stress. English language proficiency increases self-confidence and language academic confidence. Finally, students with higher self-esteem had higher language confidence. Such findings require essential pathways for improving Kurdish students’ academic success and their overall mental well-being.
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