This article explores the intricate relationship between students’ levels of confidence in using English, their self-perceptions of linguistic ability, and their perceptions of course difficulty. Confidence is identified as a crucial factor influencing students' willingness to communicate and engage in language learning. Self-perception, shaped by individual experiences, feedback, and cultural context, often determines motivation and effort in learning. Furthermore, the perceived difficulty of a course significantly affects student outcomes, with overly challenging courses causing frustration and easy ones leading to disengagement. The article examines how these three elements interconnect, highlighting their collective impact on students' academic performance and personal development. Finally, it offers strategies for educators to create balanced learning environments that foster confidence, encourage realistic self-assessment, and maintain an optimal level of challenge to support language acquisition.
This article explores the intricate relationship between students’ levels of confidence in using English, their self-perceptions of linguistic ability, and their perceptions of course difficulty. Confidence is identified as a crucial factor influencing students' willingness to communicate and engage in language learning. Self-perception, shaped by individual experiences, feedback, and cultural context, often determines motivation and effort in learning. Furthermore, the perceived difficulty of a course significantly affects student outcomes, with overly challenging courses causing frustration and easy ones leading to disengagement. The article examines how these three elements interconnect, highlighting their collective impact on students' academic performance and personal development. Finally, it offers strategies for educators to create balanced learning environments that foster confidence, encourage realistic self-assessment, and maintain an optimal level of challenge to support language acquisition.
