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Este estudio de caso cualitativo exploró las percepciones de los estudiantes sobre el papel de la autoconfianza en la escritura de ensayos en inglés como lengua extranjera e identificó los principales factores internos y externos asociados con su confianza durante las tareas de escritura en una institución privada de Riobamba, Ecuador. Los datos se recopilaron mediante un grupo focal con siete estudiantes del último año de bachillerato y entrevistas semiestructuradas con dos docentes de inglés. El análisis identificó cinco categorías recurrentes: autoconfianza, motivación, evaluación, retroalimentación y dominio del idioma inglés. Los participantes describieron la autoconfianza como estrechamente relacionada con su estado emocional, disposición para escribir, experiencias de evaluación, retroalimentación de docentes y compañeros, y recursos lingüísticos percibidos. Los estudiantes valoraron generalmente más la retroalimentación docente que la de sus compañeros, especialmente cuando necesitaban apoyo con vocabulario, gramática y organización de ideas. Los hallazgos sugieren que la autoconfianza no se percibe como un factor aislado en el desempeño escrito, sino como un elemento dinámico condicionado por factores afectivos, lingüísticos y relacionados con el aula. El estudio destaca la importancia de crear entornos de escritura favorables y brindar orientación que ayude a los estudiantes a comprender los errores como parte del proceso de aprendizaje.
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Derechos de autor 2026 Juan Francisco Rojas Inca , Paula Agustina Vélez Yanza