An Assessment of the Study Habits and Language Self- confidence of Tertiary Education Students: A Mixed Methods Study

Abstract

This study explored how students’ study habits might influence their confidence in using the English language. Through a mixed-method design using convergent parallel approach, the study merged both numbers and stories to gain a better understanding. 173 students from different year levels of English majors were surveyed, while 14 were strategically picked for interviewing to express their individual experiences and understandings. The findings indicated that the majority of students possessed good study habits, managed their time effectively, practiced regularly, and remained well-organized. But when language self-confidence was considered, it was only at a moderate level. Numerous students were still uncertain when using English to speak or write, even though they had well-disciplined study practices. Statistical analysis proved that there was no substantial relationship between study habits and language self-confidence. Surprisingly, the interviews showed that self-confidence in language usage usually originated from other than the expected areas, such as supportive teachers, supportive classmates, and intrinsic motivation. What this implies is that good study habits are good, but they are perhaps not sufficient all by themselves to establish self-confidence in language usage. The research suggests that pupils spend time thinking about how their habits work for them as learners and think about strategies such as positive reinforcement and self-monitoring to enhance their confidence. Ultimately, developing language self-confidence might take more than instructional discipline, it needs emotional support, authentic practice, and learning conditions that enable students to risk and develop