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Este estudo de caso qualitativo explorou as percepções dos estudantes sobre o papel da autoconfiança na escrita de redações em inglês como língua estrangeira (EFL) e identificou os principais fatores internos e externos associados à sua confiança durante as tarefas de escrita em uma escola privada de Riobamba, Equador. Os dados foram coletados por meio de um grupo focal com sete estudantes do último ano do ensino médio e entrevistas semiestruturadas com dois professores de inglês. A análise identificou cinco categorias recorrentes: autoconfiança, motivação, avaliação, feedback e proficiência na língua inglesa. Os participantes descreveram a autoconfiança como estreitamente relacionada ao seu estado emocional, à disposição para escrever, às experiências de avaliação, ao feedback do professor e dos colegas, e aos recursos linguísticos percebidos. Os estudantes geralmente valorizaram mais o feedback do professor do que o dos colegas, particularmente quando precisavam de apoio com vocabulário, gramática e organização de ideias. Os achados sugerem que a autoconfiança não é percebida como um fator isolado no desempenho em escrita, mas como um elemento dinâmico moldado por condições afetivas, linguísticas e relacionadas à sala de aula. O estudo destaca a importância de ambientes de escrita que ofereçam apoio e de uma orientação que ajude os estudantes a ver os erros como parte do processo de aprendizagem.
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