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

Abstract

This research explores how self-confidence and speaking anxiety influence student engagement among secondary EFL learners at the Montessori Institute. Recognizing that linguistic knowledge alone does not guarantee oral participation in virtual settings, the authors implemented eight interactive, gamified pedagogical interventions—such as role-plays, mystery investigations, and collaborative group projects—to lower students' "affective filters". Initially, the online sessions saw only a 50% participation rate due to barriers like fear of negative evaluation, lack of spontaneous preparation, and social comparison, which the Foreign Language Classroom Anxiety Scale (FLCAS) revealed to be heavily skewed toward female participants. However, by shifting the pedagogical focus from immediate grammatical perfection to communicative fluency, utilizing student-centered breakout rooms, and practicing delayed error correction, the classroom climate became significantly less intimidating. As a result, individual anxiety was minimized, and student engagement dramatically improved, transitioning from hesitant silence to a stabilized 100% participation rate by the fourth intervention. Ultimately, the study concludes that when language educators prioritize authentic human connection and small-group collaboration over rigid drills, students shift from passive observers to active, confident communicators.