Self-confidence of English language teachers has been discovered to be a significant factor in learners\' achievement. This study aims to find the relationship between English instructor\'s self-confidence and L2 learners\' development of conversational skills. The participants of this study were 30 lower intermediate L2 learners at Shayan Language School in Torbat Heydarie. The participants were divided into control and experimental groups. A self-confidence questionnaire was used for the present article. The instructors of Shayan institute were asked to answer this questionnaire. Then two male instructors, one with high self-confidence and one with normal level of self-confidence were selected as the instructors of experimental and control groups, respectively. The course lasted for 12 sessions (i.e., 6 weeks with two s weekly sessions); in each session both instructors provided their students with the same techniques, including conversations, role plays, speaking about pictures, etc. To homogenize the students a conversation-based proficiency test (i.e., CPE speaking test) was administered. Afterwards, 30 L2 learners were selected and divided into experimental and control groups. At the end of the course a posttest was administered. The results of t test analysis indicated that participants in the self-confident group could significantly outperform those in the control group. The results of this study can provide pedagogical implications for English teachers to be self-confident and can convey this quality of L2 learners in the class.

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