THE INFLUENCE OF LEARNER SELF-CONCEPT ON ACHIEVEMENT IN ENGLISH AS A FOREIGN LANGUAGE: EMPIRICAL EVIDENCE AND PEDAGOGICAL IMPLICATIONS

Abstract

This study examines the impact of human self-concept on English as a Foreign Language learning. Human self-concept refers to an individual’s perception of their abilities, skills, and identity and can affect learning outcomes positively or negatively. Learners with a positive human self-concept demonstrate higher motivation, engagement, confidence, and academic achievement, whereas learners with a negative human self-concept often experience anxiety, low participation, and reduced performance. In EFL contexts, learners with positive human self-concept are more willing to take risks in speaking and writing, participate actively in both classroom and extracurricular activities, and achieve superior language proficiency. These findings underscore the pedagogical importance of strategies that foster human self- concept, including reflective practices, constructive feedback, and collaborative learning, to enhance EFL learning outcomes.