Analysing self-esteem in the diversity of the EFL classroom in compulsory secondary education in Spain

Current research shows that affective variables such as self-esteem positively influence foreign language achievement. However, studies examining self-esteem on foreign language learners with different educational needs are scanty. This mixed-method correlational research study aims at measuring and analysing self-esteem in the English as a Foreign Language (EFL) classroom of Year 1 students of Compulsory Secondary Education in Cádiz, Andalusia (Spain). It also seeks to determine whether self-esteem influences these students' EFL achievement. Three categories of students were established according to their educational needs: (i) generally achieving students; (ii) low EFL achievers; and (iii) students diagnosed with a Specific Educational Support Need (SESN). 128 students completed the Self-Esteem in the Foreign Language Classroom Scale (SEFLS). Three focus groups contributed insights about classroom experiences. The students’ end-of-year academic results were also analysed in detail. The study concludes that there are no differences in the level of self-esteem (high) between SESN students and generally achieving students. However, the low-achieving group has moderate self-esteem and presents worse academic results. In addition, students in the three groups who failed to meet course requirements the subject have lower levels of self-esteem than those who did, which means that low self-esteem is reflected in academic results in the EFL classroom. This study considers that an analysis of self-esteem in the EFL classroom helps to provide an understanding of the difficulties the students may experience during the learning process. It also points to the need for classroom methodologies that foster EFL oral skills as a way of enhancing the students’ strengths and underpinning their self-esteem.