The Influence Of Coaching And Mentoring On The Growth Of Efl Among Young Learners

This study explores the influence of coaching and mentoring on the growth ofEnglish as a Foreign Language (EFL) among young learners at Inpres 62 PrimarySchool in Sorong Regency, focusing on fifth-grade students, a total of 34 learners.A sample of 12 students was randomly selected from this group, comprising bothPapuan and Non-Papuan students. Utilizing a quasi-experimental design, the studydivided these 12 students into two groups, with 6 Papuan and 6 Non-Papuanstudents receiving identical coaching and mentoring interventions. Assessmentswere conducted through pre-tests and post-tests evaluating reading, writing, andlistening skills. Results indicated substantial improvements in both groups. Thepaired sample t-test confirmed significant enhancements in language skills, with ap-value of 0.000 demonstrating robust statistical significance. This improvementwas attributed to the program's emphasis on individualized support, goal-setting,and interactive activities, which effectively increased learners' confidence andmotivation. Feedback from both learners and educators highlighted the positiveimpact of the program. Recommendations include differentiating instruction,providing individualized feedback, creating supportive learning environments, andpursuing continuous professional development for teachers. For students, proactiveengagement and regular practice are encouraged, while future research shouldexplore diverse contexts and the long-term effects of coaching and mentoring.