mduque3985@utm.edu.ec

https://orcid.org/0009-0005-6651-9299

m.pedagogia.ingles@utm.edu.ec

https://orcid.org/0000-0001-9505-2791

impactful. Oratory is not merely a means of communication; it is a powerful tool that can

influence one's self-confidence, interpersonal relationships, and overall success. This research

aims how to boost students' self-confidence in oratory skills, thereby enhancing their active

participation, resilience in making mistakes, and overall proficiency in English. A mixed-method

convergent design was applied, with a survey and a semi-structured interview. The findings

suggest that well-developed public speaking skills lead to a significant increase in self-confidence

levels, thereby enriching the student's academic and personal lives by providing them with the

chance to learn a second language. Furthermore, this research aims to make a significant

contribution to the educational approach and similar institutions by providing empirical support

for the integration of oratory skills training into the curriculum as the most important, thereby

Correspondencia: mduque3985@utm.edu.ec

La importancia de las habilidades de oratoria en la vida personal y profesional de un individuo

tiene un profundo impacto. La oratoria no es simplemente un medio de comunicación; es una

herramienta poderosa que puede influir en la confianza en uno mismo, las relaciones

interpersonales y el éxito general. Esta investigación tiene como objetivo cómo aumentar la

investigación pretende hacer una contribución significativa al enfoque educativo e instituciones

similares proporcionando apoyo empírico para la integración de la formación en habilidades de

oratoria en el plan de estudios como la más importante, promoviendo así un entorno educativo

holístico.

an individual finds themselves in the position of an orator or public speaker, it is essential to know

their strengths and weaknesses. This knowledge will enable the individual to master the ability to

carry out an authentic speech that captures the audience and motivates them to listen

comprehensively. Personal skills in face-to-face communication are not outdated by the

development of modern media. On the contrary, the potential power and influence of the efficient

speaker is as evident today. Examples of this are situations such as a student taking an oral exam,

an applicant taking a job interview, or an upcoming politician on social media. Becoming a good

speaker is not just a matter of good luck and talent; it can be taught and developed.

The focus of this topic is to help students grow and improve their skills and abilities as they gain

self-confidence through oratory skills training to have self-control and progress in critical

personal experiences.

As adolescents, the first ability we develop is speaking. We imitate our parent's sounds and words,

and the journey to self-confidence begins. When students always practice their English and make

mistakes, they develop learning patterns from their experiences. It is essential to have the courage

to make a mistake without giving up while learning how to express yourself verbally.

In recent years, educators at the Unidad Educativa Charter Salesiana San José have observed a

declining trend in students' self-confidence when expressing themselves verbally in English. This

decline not only impacts their language skills but also has potential repercussions on their overall

verbal academic growth and development. While the curriculum emphasises the importance of

for this paper is how to boost students' self-confidence in oratory skills, thereby enhancing their

active participation, resilience in making mistakes, and overall proficiency in English.

The art of communicating one's thoughts and ideas has been revered since ancient times as a

cornerstone of democracy, diplomacy, and education. Roman statesman Cicero once observed,

"The orator is the defender of both his rights and those of others." This emphasises the importance

of effective speech beyond politics and leadership, extending into personal development.

Contemporary educational research echoes this sentiment, highlighting the importance of oratory

skills for students. Studies in educational psychology argue that effective public speaking has a

direct, positive correlation with self-confidence levels (Brown, 2015; Johnson, 2018). The ability

to articulate thoughts, argue persuasively, and engage an audience can profoundly influence a

students who received structured training in public speaking demonstrated enhanced self-

confidence and a better understanding of social dynamics. These findings suggest that fostering

oratory skills in students can result in positive outcomes, including increased self-confidence.

Moreover, a study conducted by Baker and Palmer (2018) emphasises the fact that the benefits of

oratory skills extend beyond the classroom and play a crucial role in a student's future professional

life. They found that employers often rank communication skills, including public speaking, as

one of the most sought-after qualities in prospective employees. This indicates that developing

oratory skills enhances self-confidence during one's academic journey and has a long-term impact

on an individual’s career prospects. Therefore, equipping students with solid oratory skills can be

(2019) found that students' speaking abilities are affected by their cultural backgrounds, personal

experiences, and the pedagogical methodologies used by instructors. Fear of judgment, peer

pressure, and unfamiliarity with certain topics can also serve as barriers to effective oral

communication (Thompson & Kim, 2021).

To counteract these challenges, educators have been exploring various strategies to enhance

students' oral competencies. Among the most successful techniques is the use of peer-to-peer

teaching, where students educate one another, building both oratory and interpersonal skills

(Nelson & Wright, 2019). Implementing real-life scenarios in the classroom also offers students

a safe environment to practice, leading to increased confidence and improved oral performance

(Gomez & Clark, 2020).

but also enable them to track their progress and areas for improvement.

Furthermore, platforms like Zoom and Microsoft Teams have become instrumental in facilitating

virtual public speaking sessions, allowing students to engage with global audiences and gain

exposure to diverse speakers and styles. This global interface not only boosts self-confidence but

also broadens students' horizons, preparing them for the increasingly interconnected world.

This study utilized a mixed-method convergent design to explore the effects of developing oratory

skills on students' self-confidence at Unidad Educativa Charter Salesiana San José. The research

combined quantitative data collected through a survey and a semi-structured interview. The study

self-confidence in relation to oratory skills. Questions ranged from self-assessment of oral

presentation performance to emotional states before and strategies during presentations. This

survey aimed to quantify the level of self-confidence and identify factors contributing to or

detracting from compelling oratory.

Qualitative data were gathered through semi-structured interviews with selected students who

participated in the oratory program. These interviews sought to delve deeper into the student's

personal experiences, the impact of oratory skills training on their self-confidence, and any

additional effects of the training. The conversations were audio-recorded, transcribed verbatim,

and subjected to thematic analysis to uncover recurring themes and insights.

the message

Hymes (1972) on communicative competence and its implications for performance.

The ability to project one's voice despite nervousness is affirmed by 41.1% of respondents, with

a further 31.1% strongly agreeing. These statistics suggest a relatively high level of confidence

among students in maintaining oratory control under pressure, an aspect crucial for effective

public speaking. This finding is in line with the principles of voice training as outlined by Grant-

Williams (2002), who emphasises the importance of voice control in effective communication.

Students' feelings of purposefulness are most often associated with taking deep breaths, seeking

inspiration, and practising meditation. These techniques, which are rooted in the principles of

mindfulness and relaxation, have been shown to improve focus and performance in high-pressure

situations (Kabat-Zinn, 1994). A majority of the students lean on positive thinking to manage

mindset. Also, the survey indicates that students frequently turn to music and exercise to elevate

their confidence, integrating these practices into their daily routines. This supports the concept of

using non-academic activities to foster a positive self-image, as discussed by Csikszentmihalyi

(1990) in his exploration of flow and its effects on self-esteem.

The potential unlocked by self-confidence is evident, with students recognising that it could

enable them to set and achieve personal goals and speak more publicly. This is a testament to the

transformative power of self-confidence, which has been extensively documented in the literature

on self-perception (Coopersmith, 1967).

The qualitative responses from students highlight a shared belief in the importance of practice