This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Self confidence

Date of Publication


Target Group


Domain Area

Business & Communication
Journalism & multimedia

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction

Any language

CEFR level


Type of Material


Linguistic Features



Critical Thinking


Easy Polish is an online video series that provides Polish learners around the world with authentic learning material. The authors show the Polish language as it is spoken on the street and among friends at home. Videos are regularly published on the channel on Thursdays at 7:00 p.m. and contain interviews with people from different cities in Poland, covering a wide range of topics and fluency levels. Videos are subtitled in both English and Polish, allowing learners to follow along even as native speakers talk at their regular tempo.
On the youtube channel presented on the portal, students and teachers can easily access materials subtitled in Polish and English.

Case study


Available on the YouTube platform, 'Self-confidence' is one of the episodes of the Easy Polish project, which aims to support the learning of the Polish language in the most natural environment possible - through interviews conducted with selected passers-by on the streets of various Polish cities. The episode lasts less than six minutes, is easily accessible and well-structured. Its central theme - the question of what self-confidence is - is a very general topic that could easily be used for further discussion in class. Due to the fact that the videos feature native speakers (some of them speak a bit unclearly, use colloquialisms, make linguistic mistakes), the material is suitable for people with an advanced knowledge of Polish (B2+-C2). The subtitles (in Polish and English) are helpful in understanding the video, but you need to be vigilant as there are some spelling and grammatical errors. During the discussion of the material, the teacher's assistance is indispensable, as he or she can explain why a given person used a wrong grammatical construction, how so-called parasitic words sound in Polish and in which communicative situations they are most frequently used. The material discussed here helps learners of Polish to become accustomed to the spoken, everyday language; with the support of the teacher, it may also prove to be a valuable source of knowledge about the beliefs and mentality of Polish society.


The teacher announces the discussion topic (Self-confidence) to the students and gives them the YouTube address.
1. Students watch the video (about 6 minutes) and write down, using Polish and English subtitles, expressions, difficulties.
2. The teacher invites the students to think about the answers given by the interviewees and to choose the answer which, in their opinion, is the most appropriate.
3. Next, the teacher initiates a guided conversation, asking students to think about: a) the age of the respondents, b) their occupation (as they can guess from the pictures).
4. Students are challenged to think about how the concept of self-confidence is understood in the cultures from which they come and to give an answer each. What cultural differences can they see? Which do they find most important?
Other activities
1. Students are invited to work in groups of 3 or 4, in the roles of interviewer, respondent and to record material (audio, video) of 5 minutes each.
2. Together with the teacher, students search online and analyse short job advertisements in which the self-confidence requirement appears.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The videos are generally 6- 8 minutes long and are made with spontaneity and sometimes with a dose of humour. They have the advantage of allowing learners to listen to the Polish language spoken on the street while showing them images of different towns and people of different ages.
Not all the episodes are equally interesting, some of them show that the interviewees have difficulty expressing themselves in their mother tongue. But even these videos can be interesting for learners of Polish, as they dismantle the stereotype of the linguistically competent "native speaker" and provide students with real-life communication situations.
The filmed episodes can be used from the Polish B2 level for both individual and class study.
Website of the Teaching Source: