Listening to Ourselves: The Impact of Self-Reflection on English Speaking Confidence

Abstract Book of the 10th International Conference on New Trends in Teaching and Education

Year: 2026

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Listening to Ourselves: The Impact of Self-Reflection on English Speaking Confidence

Matthew Ryczek

ABSTRACT:

This action research project explores the impact of self-reflection on students’ oral fluency and confidence in English communication. It was conducted in three English Discussion classes at a private university in Tokyo, Japan during the 2025 Spring semester and integrated a reflective component into the established 3-2-1 Fluency activity (Maurice, 1983), in which students delivered three progressively shorter speeches on the same topic. To deepen learning, students recorded their final speech in class periodically throughout the semester, then listened to the recording and completed a guided self-reflection at home. Pre- and post-intervention questionnaires, along with students’ reflections, were analyzed to assess changes in learners’ attitudes, self-awareness, and perceived communicative competence. By investigating how self-assessment supported speaking skill development, this research aimed to contribute practical insights into reflective language learning pedagogy in university-level EFL contexts. The findings indicate a notable improvement in students’ perceived ability and attitudes toward communicating in a second language. Many students reported increased confidence when speaking about a variety of topics, and the regular practice of reflecting on their self-recorded speech helped them become more aware of their progress and challenges. Overall, the self-reflection activity was viewed positively by learners, who saw it as an effective tool for building fluency, enhancing motivation, and taking more ownership of their language learning.

Keywords: Action research; EFL Speaking; Learner Autonomy; Metacognitive Awareness; Oral Fluency