English is both an academic subject and a way for Filipino students to define themselves and evaluate their self-worth. Numerous Bachelor of Secondary Education (BSED) students use English for purposes beyond language acquisition. This usage affects students' self-esteem, school participation, and others' opinions. English competence has been studied extensively, but its effects on students' identity and self-perception have not. This study examines how BSED students develop their narrative identity and self-perception through the learning of English at a regional college in the Philippines, and how students' perception of themselves as English users influences their learning and performance in school. In many classrooms in the Philippines, English is more than just a subject; it shapes your identity, builds your confidence, and affects how much you value yourself. While much research highlights language skills, few studies explore how English learning affects how students define who they are. This study used a qualitative phenomenological approach, gathering data from seven BSED students through semi-structured interviews and focus group discussions. The data were analyzed using Braun and Clarke’s thematic analysis method. Results show that identity and confidence develop gradually, shaped by early exposure, peer and teacher feedback, cultural beliefs, and school tasks. Some students felt empowered by public speaking or recognition, while others struggled with fear and self-doubt. Identity was found to be ongoing and shaped by social settings. The research suggests that English education should support not just skill-building, but also self-belief. Teachers and training institutions should use reflective, supportive practices to help students grow. The findings also point to the need for more research on language identity in diverse learning environments.

Keywords: narrative identity, self-perception, English learning, BSED students, phenomenology