Power distance reduction and positive reinforcement: EFL learners’ confidence and linguistic identity

This paper is based on a classroom research project undertaken at a small-sized private university situated in Bangkok. The study involves quantitative research approach. Its primary objectives are to examine confidence and attitude levels of Thai undergraduate students of EFL at three different stages, before and after interventions in a listening and speaking in English class with the notions of Hofstede’s power distance and Skinner’s positive reinforcement. Research results reveal positive impacts on students’ levels of confidence in oral English communication and attitudes towards teaching and learning of English to some degrees. The results also offer implications for EFL teachers in not only the Thai context but also in Japanese and Korean contexts.