The feeling of falling behind is a common experience among English language
learners and may influence their motivation and learning strategies. This study aimed
to explore learners' experiences of feeling left behind in English language learning and
to examine how these experiences affected their motivation and learning strategies. A
sequential explanatory mixed-methods design was employed. Quantitative data were
collected through questionnaires administered to 30 students in the English Language
Education Study Program at UIN Antasari Banjarmasin, followed by semi-structured
interviews with four participants. The quantitative data were analyzed using descriptive
statistics, while the qualitative data were analyzed thematically. The findings indicate
that learners experienced feelings of falling behind due to social comparison,
differences in prior learning experiences, and perceived weaknesses in language skills.
Although these experiences often generated negative emotions, such as insecurity and
self-doubt, they generally motivated learners to study harder rather than give up. To
cope with these challenges, learners adopted various strategies, including self
regulated, resource-based, collaborative, and affective learning strategies. The findings
suggest that feeling left behind can become a source of motivation for learning when
learners receive adequate support and actively regulate their own learning.