The role of self-confidence in essay writing among high school students in a private institution in Riobamba, Ecuador

Abstract

This qualitative case study explored students’ perceptions of the role of self-confidence in EFL essay writing and identified the main internal and external factors associated with their confidence during writing tasks at a private school in Riobamba, Ecuador. Data were collected through a focus group with seven final-year high school students and semi-structured interviews with two English teachers. The analysis identified five recurring categories: self-confidence, motivation, assessment, feedback, and English language proficiency. Participants described self-confidence as closely related to their emotional state, willingness to write, assessment experiences, teacher and peer feedback, and perceived linguistic resources. Students generally valued teacher feedback more than peer feedback, particularly when they needed support with vocabulary, grammar, and organization of ideas. The findings suggest that self-confidence is not perceived as an isolated factor in writing performance, but as a dynamic element shaped by affective, linguistic, and classroom-related conditions. The study highlights the importance of supportive writing environments and guidance that helps students view mistakes as part of the learning process.