Factors that cause anxiety during speaking lessons in english as a foreign language.

Abstract

The process of learning a second language can cause stress, affecting academic performance and the emotional well-being of the student. This article aims to identify the factors that generate anxiety during English classes and to propose strategies to help reduce such anxiety. This work is ascribed to the postmodern paradigm, mixed approach and descriptive design. The instruments used were: structured interview; Foreign Language Classroom Anxiety Scale (FLCAS) and Linguaskill (English Language Assessment-Cambridge). This research was conducted in a language institute located in the canton of Manta, Ecuador. The study population was ten children between 8 and 12 years of age, implementing pedagogical strategies: (1) Speed Chat and (2) Speaking Card. The results showed that the Speed Chat strategy did not reduce anxiety or improve the participants’ performance. However, the Speaking Card strategy was effective in reducing anxiety in this population and improving academic performance. The study concludes that teachers should be knowledgeable about linguistic anxiety in order to effectively address English teaching-learning by adapting pedagogical strategies to the specific needs of students by creating a learning environment that favors emotional and academic management.