Influence of Self-Confidence on Saudi Primary Students' English Vocabulary Ability Through Differentiated Instruction Strategies

Al bulayhid Faisal Hamoud M, Samah Ali Mohsen Mofreh and Sultan Salem

English Language Teaching, 2025, vol. 18, issue 2, 1

Abstract: This study investigated the influence of self-confidence on Saudi primary students' English vocabulary ability through differentiated instruction strategies. The study took place in Al Jouf province during the 2023-2024 school year, with data collected through a survey questionnaire. The sample consisted of 60 primary school students. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the data. The results revealed a significant relationship between self-confidence, differentiated instruction strategies, and English vocabulary ability. Specifically, differentiated instruction strategies were found to mediate the relationship between self-confidence and vocabulary ability. Higher self-confidence levels encouraged students to adopt these strategies, thereby enhancing their vocabulary skills. Based on these findings, the study recommends that teachers implement differentiated instruction strategies, such as flexible grouping, collaborative learning, and brainstorming, to increase student engagement and interest in learning. Furthermore, it emphasizes the importance of fostering self-confidence in students, in alignment with self-efficacy theory, to support their vocabulary learning and academic growth.

Date: 2025
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