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This paper presents a theoretical model of self-concept and self-esteem specifically for the foreign language classroom, identifying three key dimensions: language competence, task performance skills, and perceived social support. The model, validated through Confirmatory Factor Analysis, aims to enhance understanding and measurement of self-esteem in language learners. The authors discuss implications for research and pedagogy, emphasizing the dynamic nature of self-esteem influenced by various factors in

Author

Tri Eko Agustiningrum

Language

EN