Systematization of experiences ¿How does confidence influence student engagement in efl learners at the Montessori Institute?

Abstract

This study explores the relationship between self-confidence and student engagement among English as a Foreign Language (EFL) learners at the Montessori Institute.

Recognizing that linguistic proficiency alone does not guarantee active participation, the research investigates how teacher behaviors, pedagogical interventions, and virtual classroom environments impact a learner’s willingness to communicate. Using a mix method approach, the study systematizes a series of eight pedagogical interventions findings indicate that engagement significantly increases when students are provided with scaffolding tools, work in small breakout rooms, and receive delayed, non-intimidating error correction. Quantitative data form the participation revealed a transition from inconsistent engagement to a 100% participation rate by the third intervention, which was sustained through the final session. Furthermore, results from the anxiety scale highlight that while fear of judgment and social comparison are primary barriers, they are effectively mitigated by a classroom climate focused on communicative flow and human connection rather than immediate grammatical perfection.