Influence of School Motivation and Exposure to English-Speaking Confidence Among English Majors: A Quantitative Inquiry

English has become a crucial factor for daily communication, academics, and future careers, but the majority of learners continue to be students who lack confidence in speaking the language. This research investigated the influence of school motivation and exposure to English-speaking confidence among 150 English majors at Assumption College of Nabunturan. Quantitative correlational research designed was used, and a survey questionnaire was implemented to measure school motivation, exposure, and speaking confidence. Descriptive statistics were used to determine the levels of the variables, while Pearson r correlation and multiple regression analysis were applied to examine relationships and influences. Descriptive statistics showed that respondents' school motivation, exposure, and confidence in English speaking were moderate to high. Based on correlations, school motivation, exposure, and English-speaking confidence are highly related to each other. In terms of school motivation indicators, self-efficacy, intrinsic motivation, and career motivation are the major determinants of confidence in speaking. For exposure, implicit measure, and school-based explicit exposure were proven to increase students’ confidence in speaking English significantly. The results, therefore, tie with the evidence that for an English-speaking confidence to grow, significant exposure must be accompanied by real motivation. It highlights the significance of nurturing a learning environment and regular use of the language, particularly in English language teaching settings.