Articles

The Correlation between Self-Confidence and Social Anxiety among Secondary and High School Students in Bangkok, Thailand

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Social anxiety disorder (SAD) is a debilitating condition characterized by a marked and persistent fear of being humiliated or scrutinized by others. It is the third most common mental health disorder and has its origins in adolescence. Accordingly, social relationships are particularly challenging for socially anxious adolescents. Therefore, we assume that self-confidence, which represents your belief in your own abilities, capacities, and judgments, plays an important role. This research aims to explore whether there is a correlation between self-confidence and social anxiety. It also aims to determine differences in selfconfidence and social anxiety according to age and grade. Individual data from 222 participants were collected using an online questionnaire that included general information, a self-confidence section, and a social anxiety section. The participants were secondary and high school students in Bangkok, Thailand. The collected quantitative data were analyzed using Pearson’s correlation coefficients and independent sample t-test within the Statistical Package for the Statistical Product and Service Solutions (SPSS) version 29 program.

The results indicate a significant correlation between self-confidence and social anxiety at the .01 level. Additionally, self- confidence did not show significant differences according to grade or age. The results also revealed that social anxiety does not significantly change based on grade or age.

 

The Impact of Emergency Remote Teaching on the Development of Listening Skills during English Classes in Secondary Schools of Ukraine

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This paper calls into question the impact of Emergency Remote Teaching on the Development of Listening Skills during English classes in Secondary Schools of Ukraine. Attention is paid to the analysis of key notions and concepts of listening skills development in secondary schools. Thirty teachers at secondary schools took part in the research. This paper investigates resources that were used by teachers during Emergency Remote Teaching to develop the listening skills of pupils in English classes. This paper discusses the linguistic, psychological, and methodological components of listening skills development. An analysis has allowed highlighting the positive experience of web-based applications, video podcasts, and audiobooks usage, which can be implemented in future English language training in other Ukrainian secondary schools. The findings of this study support the idea that the gamification approach in combination with other activities has a positive effect on the development of listening skills during Emergency Remote Teaching at secondary schools of Ukraine.