The humanistic approach to boost self-confidence in English as a foreign language (EFL) students’ oral skills
        […] Oral communication skills are crucial in the process of learning English as a Foreign Language (EFL), with many students
wrestling with a lack of self-confidence when it is time to speak in English, whether in academic or personal situations. Speaking is a
skill that requires a high level of self-confidence. Lack of confidence will affect students’ learning process because talking in English
requires not being shy or rude.
        Grammar and vocabulary are tools that are often used over fluency and proficiency in traditional methods, which has resulted in
this problem. When in educational environments there is a neglect of the socio-emotional part at the time of the teaching-learning
process, there is a series of negative consequences, such as introversion and lack of motivation to participate in classes […].
        The central question that this research aims to address is how the Humanistic Approach can be used to enhance learners' selfconfidence in EFL contexts. This research work explores the potential of the humanistic approach to increase the self-confidence of
English as a foreign language learner, focusing specifically on the development of their oral skills. By investigating the theoretical
underpinnings, methodologies, and teacher perceptions, this study aims to provide educators with information about a type of teaching
that will help them approach learners and foster a supportive learner-centered environment that can lead to significant improvements in
both confidence and oral skills […].        In the past, when emphasis began to be placed on teaching English as a foreign language, traditional methods were used, which
did not produce results in the emergence of meaningful knowledge, as there was no emphasis on interaction with students and the use
of appropriate strategies for teaching a new language [...].
        The humanistic approach, based on the principles of empathy, individualization and self-realization, offers a transformative way to
address these challenges. By placing the learner at the center of the educational process and fostering an environment of trust and
encouragement, this approach emphasizes emotional well-being in language acquisition [...].
        Humanistic Approach, rooted in the principles of Carl Rogers (1969), emphasizes a holistic teaching methodology, focused on
fostering a supportive, inclusive and learner-centered learning environment. This approach focuses on students as the authors of their
own knowledge, with students having the agency to explore and acquire meaningful knowledge according to their experiences, with the
teacher being more of a guide who provides instructions and creates an appropriate and harmonious environment for an effective
teaching and learning process, taking into account the affective and social needs of each individual […]. Available in: https://repositorio.upse.edu.ec/items/5caf2c50-6627-4f44-87f2-9220acfb1cc8. Acess on: Jan. 25, 2026.According to the text,

Question

The humanistic approach to boost self-confidence in English as a foreign language (EFL) students’ oral skills
        […] Oral communication skills are crucial in the process of learning English as a Foreign Language (EFL), with many students
wrestling with a lack of self-confidence when it is time to speak in English, whether in academic or personal situations. Speaking is a
skill that requires a high level of self-confidence. Lack of confidence will affect students’ learning process because talking in English
requires not being shy or rude.
        Grammar and vocabulary are tools that are often used over fluency and proficiency in traditional methods, which has resulted in
this problem. When in educational environments there is a neglect of the socio-emotional part at the time of the teaching-learning
process, there is a series of negative consequences, such as introversion and lack of motivation to participate in classes […].
        The central question that this research aims to address is how the Humanistic Approach can be used to enhance learners' selfconfidence in EFL contexts. This research work explores the potential of the humanistic approach to increase the self-confidence of
English as a foreign language learner, focusing specifically on the development of their oral skills. By investigating the theoretical
underpinnings, methodologies, and teacher perceptions, this study aims to provide educators with information about a type of teaching
that will help them approach learners and foster a supportive learner-centered environment that can lead to significant improvements in
both confidence and oral skills […].        In the past, when emphasis began to be placed on teaching English as a foreign language, traditional methods were used, which
did not produce results in the emergence of meaningful knowledge, as there was no emphasis on interaction with students and the use
of appropriate strategies for teaching a new language [...].
        The humanistic approach, based on the principles of empathy, individualization and self-realization, offers a transformative way to
address these challenges. By placing the learner at the center of the educational process and fostering an environment of trust and
encouragement, this approach emphasizes emotional well-being in language acquisition [...].
        Humanistic Approach, rooted in the principles of Carl Rogers (1969), emphasizes a holistic teaching methodology, focused on
fostering a supportive, inclusive and learner-centered learning environment. This approach focuses on students as the authors of their
own knowledge, with students having the agency to explore and acquire meaningful knowledge according to their experiences, with the
teacher being more of a guide who provides instructions and creates an appropriate and harmonious environment for an effective
teaching and learning process, taking into account the affective and social needs of each individual […]. Available in: https://repositorio.upse.edu.ec/items/5caf2c50-6627-4f44-87f2-9220acfb1cc8. Acess on: Jan. 25, 2026.According to the text,  Alternativa A: traditional EFL methods were not effective as far as orality and communication are concerned.  Ou Alternativa B: humanistic approach focuses on the autonomy of educators to engage students in interaction. Ou Alternativa C: in ELF, mastering grammar and vocabulary ensures successful communication in English.  Ou Alternativa D: lack of confidence and shyness stem from poor grammatical and vocabulary knowledge. Ou Alternativa E: traditional methods in EFL focused on the student as the center of the learning process.

Qconcursos · Accepted Answer

Alternativa [A] traditional EFL methods were not effective as far as orality and communication are concerned.  Gabarito: AFundamento decisivo: O decisivo era identificar, no texto-base, que os métodos tradicionais de EFL priorizavam grammar and vocabulary em detrimento de fluency and proficiency e não davam ênfase à interaction with students. Isso torna compatível a alternativa A, que resume a ineficácia desses métodos para oralidade e comunicação.Tema central: métodos tradicionais e abordagem humanistaAnálise das alternativasACertaA alternativa A está de acordo com a crítica explícita do texto aos métodos tradicionais de EFL. O texto diz que eles privilegiavam grammar and vocabulary sobre fluency and proficiency e que não enfatizavam interaction with students, o que sustenta a conclusão de que foram ineficazes quanto à oralidade e à comunicação.BErradaEstá errada porque desloca o foco da abordagem humanista para a autonomia dos educadores. O texto afirma o contrário: o ambiente é learner-centered, os estudantes têm agency, e o professor atua mais como guide.CErradaEstá errada porque contraria o sentido expresso no texto. O texto critica a priorização de grammar and vocabulary sobre fluency and proficiency e não afirma que dominar esses elementos assegure comunicação bem-sucedida; além disso, a troca para ELF não altera a incorreção, que já se sustenta pelo conteúdo.DErradaEstá errada porque cria uma causalidade que o texto não apresenta. A falta de confiança, a introversão e a desmotivação são associadas à negligência da dimensão socioemocional e à ausência de um ambiente de apoio, não a baixo domínio gramatical ou vocabular.EErradaEstá errada porque atribui aos métodos tradicionais uma característica que o texto reserva à abordagem humanista. A centralidade do aluno no processo de aprendizagem aparece como traço do humanistic approach, não do ensino tradicional.Pegadinha da questãoA confusão real era trocar o learner-centered da abordagem humanista por protagonismo do professor e, ao mesmo tempo, supor que gramática e vocabulário, por serem citados, bastariam para garantir comunicação.Dica para questões semelhantesEm questão de texto, procure primeiro os trechos em que o autor contrasta dois modelos; a alternativa correta costuma reproduzir exatamente esse contraste.Se o texto diz que o aluno está no centro e o professor é guide, elimine enunciados que recentralizam o educador.Não transforme menção a conteúdos importantes em suficiência absoluta se o texto os apresenta como foco excessivo ou insuficiente.Rejeite alternativas que inventem causa não declarada quando o texto já aponta outra explicação expressa.

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