LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2926.
DOI: https://doi.org/10.56712/latam.v6i4.4477
Emotional factors and their influence on speaking
performance in university students
Factores emocionales y su influencia en el desempeño oral en estudiantes
universitarios
María Daniela Bravo Bailón
e1311683203@live.uleam.edu.ec
https://orcid.org/0009-0009-7026-7150
Universidad Laica Eloy Alfaro de Manabí. Project: Innovaciones pedagógicas e internacionalización de
la formación de docentes para el desarrollo humano y sostenible.
Manta – Ecuador
Angelica María Santana Bailón
e1351031990@live.uleam.edu.ec
https://orcid.org/0009-0001-2258-8509
Universidad Laica Eloy Alfaro de Manabí. Project: Innovaciones pedagógicas e internacionalización de
la formación de docentes para el desarrollo humano y sostenible.
Ecuador
Johanna Bello Piguave
johanna.bello@uleam.edu.ec
https://orcid.org/0000-0002-0882-1060
Universidad Laica Eloy Alfaro de Manabí. Universidad del País Vasco, España. Research group:
Innovaciones Pedagógicas para el Desarrollo Sostenible. Project: Desarrollo Humano y Perfil Profesional:
Mentorías y Aprendizaje Socioemocional
Ecuador
Jhonny Villafuerte Holguín
jhonny.villafuerte@uleam.edu.ec
http://orcid.org/0000-0001-6053-6307
Universidad Laica Eloy Alfaro de Manabí. Research group: Innovaciones Pedagógicas para el Desarrollo
Sostenible. Project: Innovaciones pedagógicas e internacionalización de la formación de docentes para el
desarrollo humano y sostenible.
Ecuador
Artículo recibido: 01 de junio de 2025. Aceptado para publicación: 04 de septiembre 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
In the learning process, emotions play a fundamental role, and this dynamic becomes particularly
strong when learning English, where factors such as motivation and self-confidence significantly
impact speaking skills. The present research aims to analyze the influence of emotional factors, such
as anxiety, fear, nervousness, and stress, on the performance of speaking skills in university students
enrolled in a foreign language teacher training program in Manta, Ecuador. The study is framed within
an interpretative paradigm and adopts a mixed-methods approach. For data collection, two surveys
were administered to both students and professors to obtain a more comprehensive understanding of
the phenomenon under study, and lessons observations. The sample consists of 25 people 17
students and 8 teachers from the English Language major at an Ecuadorian University. The results
show Students used strategies to cope with these emotional factors; the most valued were early
preparation, deep breathing, the use of mobile applications, positive thinking, and collaborative
practice with peers. Similarly, professors acknowledge the presence of language anxiety among their
students and report implementing different pedagogical strategies aimed at reducing it. It concludes
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2927.
that persists a high incidence of anxiety in students during their English language speaking activities.
Keywords: academic performance, classroom environment, language teaching, language
barrier, student attitude, educational strategies, oral expression
Resumen
En el proceso de aprendizaje, las emociones desempeñan un papel fundamental, y esta dinámica se
intensifica especialmente en el aprendizaje del inglés, donde factores como la motivación y la
autoconfianza inciden significativamente en la expresión oral. La presente investigación busca
analizar la influencia de factores emocionales, como la ansiedad, el miedo, el nerviosismo y el estrés,
en el desempeño oral de estudiantes universitarios de un programa de formación de profesores de
lenguas extranjeras en Manta, Ecuador. El estudio se enmarca en un paradigma interpretativo y adopta
un enfoque de métodos mixtos. Para la recolección de datos, se aplicaron dos encuestas a
estudiantes y profesores para obtener una comprensión más completa del fenómeno en estudio, así
como observaciones de las clases. La muestra está compuesta por 25 personas (17 estudiantes y 8
profesores) de la carrera de Lengua Inglesa de una universidad ecuatoriana. Los resultados muestran
que los estudiantes utilizaron estrategias para afrontar estos factores emocionales; las más valoradas
fueron la preparación temprana, la respiración profunda, el uso de aplicaciones móviles, el
pensamiento positivo y la práctica colaborativa con sus compañeros. Asimismo, los profesores
reconocen la presencia de ansiedad lingüística entre sus estudiantes y reportan la implementación de
diferentes estrategias pedagógicas para reducirla. Se concluye que persiste una alta incidencia de
ansiedad en los estudiantes durante sus actividades de expresión oral en inglés.
Palabras clave: rendimiento académico, ambiente de aula, enseñanza de idiomas, barrera
lingüística, actitud estudiantil, estrategias educativas, expresión oral
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Bravo Bailón, M. D., Santana Bailón, A. M., Bello Piguave, J., & Villafuerte Holguín, J.
(2025). Emotional factors and their influence on speaking performance in university students. LATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (4), 2926 – 2943.
https://doi.org/10.56712/latam.v6i4.4477
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2928.
INTRODUCTION
Language is a fundamental system and a medium through which people convey ideas, emotions,
thoughts, and perspectives in everyday life. In today's globalized society, proficiency in a foreign
language—particularly English—is increasingly seen as vital for personal and professional success.
However, external influences, in the case of excessive use of students' L1, can limit students’ progress
in communicative skills, hindered their linguistic accuracy, and discouraged them from using the target
language (Fernandez, 2015). Thus, English as a Foreign Language (EFL) students struggle with oral
tasks, as speaking is a major challenge due to limited exposure to the target language and insufficient
opportunities for practice (Mendez & Bautista, 2017).
In many cases, speaking skills receive less emphasis in the classroom compared to other language
abilities, as traditional teaching methods often prioritize grammar and vocabulary over oral production
(Bhattacharjee, 2018). It is the most essential skills to acquire, as it serves as a means of
communication worldwide (Mohamad & Paneerselvam, 2019). However, limited practice and
opportunities to speak in academic settings may hinder language mastery (Pangket, 2019).
Despite the English language widespread use, the number of people able to communicate effectively is
limited, and only a few people are considered proficient speakers (Dincer & Dariyemez, 2020).
Additionally, Ritonga et al. (2020) cityng Krashen (1985) mention the following factors that influence
the English language teaching: mother tongue, motivation for learning, social factors, culture, and
anxiety. Furthermore, linguistic components such as vocabulary, syntax, and utterance structure further
complicate English oral production, as students must reorganize their thoughts from their native
language (Bonilla & Salcedo, 2021).
As a result, Ecuadorian students face significant challenges in English oral production at school, making
it a demanding skill to master due to the complexities of using the language appropriately in social
contexts (Nur & Nur, 2021). These issues are further exacerbated by high levels of language anxiety,
such as trembling, immobility, avoiding the teacher's gaze, tics, stuttering, and finger-wringing, in
addition, it affects the learners’ performance in verbal activities, as evidenced by reduced eye contact
and inconsistent speech rate—all of which undermine students' confidence during oral presentations
(Alharbi, 2021). English has become an essential tool for thriving in the 21st century. Its dominance in
business, science, academia, and digital communication highlights the relevance of learning the
language for anyone aiming to compete and stand out in a better state (Vance, 2024). Nevertheless, in
the realm of education, the classroom is the common space for interactive activities between teachers
and students, as well as among classmates, which enhances verbal abilities (Baskota et al., 2024), but
requires since educational research to propose pedagogical innovations to improve the teaching
process.
Given these challenges, the current study focuses on investigating the influence of emotional factors—
such as anxiety, fear, nervousness, and stress—on the oral performance of university students in foreign
language (English) teacher training programs. It specifically aims to identify the main emotional factors
that trigger emotional blocks in the study population, which in turn reduces motivation to speak during
English classes. Accordingly, the following research questions:
● What are the predominant emotional factors that affect the ELS performance of university
students?
● What strategies or resources do university students use to manage emotional factors during
English oral expression activities?
● What pedagogical strategies do teachers use to mitigate the negative effects of emotional
factors on students’ oral performance?
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2929.
The research aims is to analyze the influence of emotional factors, such as anxiety, fear, nervousness,
and stress, on the performance of speaking skills in university students enrolled in foreign language
teacher training programs.
METHODOLOGY
This research used a mixed-methods approach, combining quantitative components aimed at
identifying the frequency of emotional factors that affect students' oral performance, and qualitative
elements focused on understanding the pedagogical strategies employed by teachers to mitigate these
effects. The study draws modern paradigms, allowing for a comprehensive understanding of the
phenomenon. The research was conducted at a public university located in the province of Manabí,
Ecuador, during the 2024–2025 academic period.
The participants: The sample is composed of 25 university students and professors. Seventeen
university students officially enrolled in a program for EFL teachers. Of these, 29% are male and 71%
are female, all of whom are currently in the eighth semester. Their ages range from 21 to 27 years old,
and their English language proficiency corresponds to the B1 level of the CEFR (2002). All participants
resided in the canton of Manta, Ecuador, during the study. Additionally, eight English instructors from
the same university participated. Their ages ranged from 34 to 55 years old, and all of them had more
than six years of teaching experience in a university context. This group included an equal number of
male and female professors.
Participation in this study was entirely voluntary for both students and instructors, who were fully
informed about the research. Anonymity and confidentiality were guaranteed at all times, ensuring that
all data collected would be used strictly for academic purposes. No personally identifiable information
was requested, and participants had the right to withdraw from the process at any time without any
consequence. The work follows the research ethics norms from APA and the Ecuadorian university
that supports the research
Instruments: The instruments ad hoc, used in this research, are: (1) the survey titled “Emotional Factors
during Speaking Activities,” administered to university students, and (2) the survey “Teaching Strategies
to Reduce Language Anxiety in University Students,” aimed at instructors. Both instruments were
validated by a panel of experts in the fields of English as a Foreign Language (EFL) teaching,
psychology, and educational administration. These specialists were affiliated with a national university
in Ecuador.
Student Survey: The instrument used to collect data directly from university students gathered
information, opinions, and perceptions regarding the emotional factors that affect oral performance in
English. This survey consisted of 19 Likert scale items with 5 frequency-based options for answer:
never, rarely, sometimes, often, and always. It was administered during an eighth-semester PINE class
and took approximately 20 minutes to complete. Responses were recorded on printed sheets and later
compiled for data analysis. The time required to complete each formulary is 4-5 minutes. The
instrument was administered in the participants’ university facilities.
Professor Survey: The instrument used to gather information from university instructors was a survey
designed to explore the pedagogical strategies they apply to reduce language anxiety among students
during English-speaking activities. This survey included 9 closed-ended questions focused on the
frequency and type of strategies implemented. It was distributed via an electronic link sent through
institutional email, allowing for efficient data collection. The estimated completion time was
approximately 10 minutes. Responses were digitally recorded and later processed for statistical
analysis.
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2930.
Lessons observation: The purpose is to determine the instructional strategies designed by the teacher
to mitigate language anxiety among students. The instrument consists of three categories: (1) Peer
interaction and collaboration, (2) Structural support and anticipated planning, and (3) Anxiety reduction
and emotional strengthening. Each addresses distinct aspects that impact well-being and confidence
during language practice. The observation process conducted by the research team took place in the
university where participants attended during the research. The total number of observations executed
is ten over three months.
Process
Stage 1- Literature Review
This phase involved the consultation of previous and thematically related sources to compare findings
with similar studies. Such comparison reinforced the validity of the current research and helped situate
the results within the broader academic field. The literature review clarified key concepts, identified
research gaps, and supported the formulation of research questions, thereby strengthening the study's
overall framework.
Stage 2 - Selection of Participants and Design of Research Instruments
Participants included university eighth-semester students. The research team selected these
participants due to accessibility in terms of time and available resources. During this stage, the design
of the survey instruments was also completed.
Stage 3 - Instrument validation
The survey on emotional factors was developed based on the study's categories and subsequently
validated by a panel of experts in English foreign language teaching. This validation ensured the
instrument’s relevance, clarity, and reliability for the target academic population.
Stage 4 - Administration of the survey on emotional factors during speaking activities
The survey titled Emotional Factors during Speaking Activities was administered to students to identify
the predominant emotional variables influencing their oral performance. This stage enabled the
collection of valuable insights into the students’ emotional experiences during speaking interactions,
providing a deeper understanding of how these factors impact communication skills and classroom
participation
Stage 5 - Administration of the Survey on Teaching Strategies for Reducing Linguistic Anxiety and
the lessons observation
The survey titled Teaching Strategies for Reducing Linguistic Anxiety in University Students was
administered to faculty members. The aim was to explore the pedagogical approaches employed to
lower the anxiety levels of university students during oral English activities. The responses provided
meaningful information on the strategies educators implement to foster a more supportive and less
stressful classroom environment.
Stage 6 - Data analysis
Given that surveys were the primary data collection tool, the study followed a systematic process to
gather insights on social interactions, teaching strategies, and participants' emotional responses in
relation to the research objectives. The collected data were analyzed using a categorical analysis
approach, which allowed for the identification and classification of recurring patterns and significant
preferences.
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2931.
Stage 7: Writing the Final Report. - The final stage involved a collaborative writing process among the
research team members, who contributed with insights and reflections based on the findings and
analysis. The outcome was a comprehensive academic report that accurately reflects the methodology,
results, and implications.
LITERATURE REVIEW
Emotional Factors in Foreign Language Learning
Emotions are an integral aspect in human life, playing an essential role in individual development and
continuously affect their day-to-day experiences. In the field of education, the impact is especially
relevant when it comes to learning a new language. For numerous students, learning a foreign language
presents a significant challenge, frequently leading to feelings such as frustration, discouragement, or
stress. If not properly managed, these emotions can lead students to underestimate the value of the
language, perceiving it as just another obstacle to be solve. Cao (2020), highlights how personality
traits—including introversion and extroversion—self-efficacy, and motivation to learn English influence
oral achievement and overall English proficiency in university students. Furthermore, emotional factors
are considered to affect English learning among university students, with academic anxiety being the
most significant contributing factor (Wang, 2023). According to Turner et al. (2021) anxiety is
understood as a mental disorder involving excessive and persistent worry that affects different areas
of life, including language learning. Kim et al. (2025), on the other hand, explain that language anxiety
is a specific form of anxiety related to the use and learning of a foreign language, although not
necessarily considered a clinical disorder. This form of anxiety can cause students to underestimate
themselves due to feelings of insecurity, fear, frustration, shyness, and worry when interacting in English
classes (Umisara, 2021).
These psychological issues hinder students’ performance; therefore, it is crucial that emotions are
properly managed, so this can help learners feel more confident and motivated in the language learning
process. In a supportive language learning environment, students are better able to process academic
situations, absorb more linguistic information, and develop more positive emotions, which leads to
success and academic achievement (Fang, 2019). Foreign Language is a positive, stimulating, and
activity-focused emotion that transforms the perception of a foreign language from a barrier into an
opportunity (Huang, 2022).
Strategies to Manage Speaking Performance
Students often experience negative emotions that hinder effective language learning. Therefore, it is
essential for teachers to implement strategies that not only improve language skills but also foster an
emotionally safe and motivating environment. Among the most effective techniques are relaxation and
breathing exercises, which help students reduce stress and feel calmer before speaking. Al Hakim and
Syam (2019), highlight that students can overcome speaking anxiety in English by using five strategies:
preparation, relaxation, positive thinking, peer support, and acceptance. Preparation involves practicing
the language to build confidence; relaxation techniques such as breathing and visualization reduce
stress; positive thinking helps reframe negative thoughts; peer support encourages group practice; and
acceptance means understanding that making mistakes is a natural part of the learning process.
In addition, motivation also plays a crucial role, as students tend to learn better when they feel heard
and valued. Beyond techniques, there are also resources that help combat speaking difficulties.
González et al. (2020) state that cooperative learning helps develop attitudinal values when working in
groups and facing the English subject, as it brings together individuals with diverse abilities and skills.
Accepting each other’s ideas also fosters values such as solidarity and collaboration. Moreover,
technology is an important resource in language learning. In this regard, Naveed et al. (2023) mention
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that mobile learning has become an adaptable, individualized, and strategic tool in higher education,
allowing students to access content anytime and anywhere, thus promoting a more engaging and
efficient learning experience. According to Chung (2025), the use of mobile apps that incorporate
gamification elements increases motivation and self-confidence, while also helping manage anxiety
during oral practice in informal settings. Altynbekova and Zhussupova (2024) emphasize that foreign
language learners tend to prefer mobile apps because they facilitate autonomous, contextual, and
authentic learning, especially in out-of-class environments. Febrianti (2024), in her article on mobile
apps as English learning tools, highlights Duolingo as a platform for free language education. Finally,
Dietrich et al. (2022) indicate that one of the resources still in use is traditional classroom instruction,
which is often characterized by limited student participation and a passive listening dynamic,
contributing to disinterest and loss of motivation.
Pedagogical Strategies to Reduce Language Anxiety in Higher Education
To address the reduction of anxiety and stress during speaking activities—especially in educational
contexts—it is essential to implement pedagogical strategies that promote a supportive and safe
environment for students. Some proven strategies include:
Promoting an emotionally supportive environment: A positive, judgment-free classroom environment
helps reduce the fear of making mistakes. According to Khoudri (2024) cultivating a positive classroom
atmosphere, where instructors actively support students’ oral production through various means such
as cues and gestures, becomes a constructive path to promoting foreign language learning. In such an
environment, students feel protected from apprehension about external judgment or potentially
embarrassing situations. They receive not only the teacher’s guidance but also support and help from
their peers, thus avoiding possible ridicule.
Positive and non-intrusive feedback: One of the main contributors to anxiety is the fear of negative
evaluation. Studies show that the teacher’s role as a supportive guide who provides positive feedback
helps reduce speaking anxiety among students. Positive feedback from instructors gives students the
confidence to improve in the future (Paramasivam, 2020).
Use of simulations and role-playing activities: As stated by Frengki (2024), citing Ahsan et al. (2021),
role-playing and the use of simulations have been recognized as effective tools for improving
communicative competence, as they provide a structured yet flexible framework for language practice.
These activities allow students to assume different roles, fostering empathy and perspective, which
can enhance their ability to function in various social contexts.
Relaxation Techniques and Mindfulness: Emotional strategies, which encompass methods for
regulating emotions, significantly contribute to strengthening students' ability to manage stress, stay
motivated, and build resilience within the context of higher education (Elmi, 2020). Mindfulness is a
meditative technique that focuses on the present moment and encourages acceptance of emotions as
they are, without trying to control them. Skolzkov and Efremova (2023), referencing Shapiro et al.,
(2011), highlight that research into the effects of mindfulness practices on students has revealed a
wide range of positive outcomes.
Teaching students to cultivate non-judgmental awareness and a compassionate attitude toward their
bodily sensations, thoughts, and emotions through mindfulness meditation can be an effective way to
manage stress and regulate emotions. As a result, students may develop greater resilience when facing
the challenges associated with the transition to university life.
In previous studies, authors cite the work of Al Hakim & Syam (2019), which highlights that students
can overcome anxiety when speaking English by using strategies such as prior preparation, which
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2933.
involves practicing the language to gain confidence. In addition, Umisara (2021) stated that anxiety also
affects students’ overall emotional well-being, causing frustration, insecurity, fear, shyness, and
embarrassment. This condition worsens when instructors employ strict rubrics for evaluation, as
students perceive these as limiting their performance and discouraging their efforts to improve. The
works of Okyar (2023) and Wang (2023) identify emotional factors, particularly anxiety, as detrimental
to speaking skills. Finally, Chung (2025) found that mobile applications with games increase motivation,
self-confidence, and help regulate anxiety when practicing speaking in informal settings.
RESULTS
The results are presented based on the research questions formulated and analyzed from the data
collected through the administered surveys.
Predominant emotional factors that affect the ELS performance of university students. In answer to the
question: 1.- What are the predominant emotional factors that affect the ELS performance of university
students? The graphics 1 and 2 show the data concerning to participants’ emotional experience during
EFL speaking practice.
Graphic 1
Participants’s emotional experience during EFL speaking practice
The results reveal a high presence of anxiety among university students during English-speaking
activities. Among the emotional factors assessed, the most frequently reported were anxiety (100%),
followed by stress, frustration, and fear (88%), and shame and insecurity (82%). Envy showed the lowest
frequency of 29%. These findings indicate that 100% of the participants experienced at least one
emotional symptom associated with language anxiety, suggesting it as a widely shared condition within
the studied group.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2934.
Graphic 2
Student’s responses regarding the frequency of physical symptoms
Participants show anxiety during speaking activities with physical symptoms, reinforcing evidence of
its impact on their oral performance when they use the English language. Among the ten physical
symptoms, the most frequently reported are: lack of concentration (14 students), trembling voice (13),
and sweating (12). The least frequent symptoms reported are muscle tension (6) and dizziness (5).
The results show that anxiety is a predominant emotional factor that significantly affects university
students' oral performance during English-speaking activities. The anxiety showed emotions such as
stress, frustration, fear, shame, and insecurity, which were widely reported by the participants.
Additionally, this emotional symptomatology is accompanied by physical manifestations that directly
impact on the speaking performance, with the most common being lack of concentration, trembling
voice, and sweating. These findings confirmed the widespread presence of language anxiety in the
group, highlighting the need to address emotional aspects comprehensively in the teaching of oral
production in English, given their negative effect on students' communicative performance.
Strategies or resources used by university students to manage emotional factors during English-
speaking activities. - In answer to the question 2.- What strategies or resources do university students
use to manage emotional factors during English-speaking activities? The table 1 shows the results of
descriptive measurements of strategies used to by students to cope with speaking activities.
Table 1
Descriptive statistics of strategies used to by students to cope with speaking activities
Measuremen
ts
Deep
breathin
g
Self-
motiva
-tion
Relatio
n
techni-
ques
Positiv
e
thinkin
g
Preparatio
n and
prior
practice
Support
from
classmate
s or
friends
Avoiding
speakin
g
situation
s
Use
of
App
s
Mean 0.941 0.941 0.824 0.882 1.000 0.824 0.824 1.00
Std.
Deviation
0.243 0.243 0.393 0.332 0.000 0.393 0.393 0.00
Minimum 0.000 0.000 0.000 0.000 1.000 0.000 0.000 1.00
Máximum 1.000 1.000 1.000 1.000 1.000 1.000 1.000 1.00
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N=17
Note: Values represent the participants’ proportion using each strategy (1=yes; 0=no)
The findings indicate that the most widely adopted strategies were “Preparation and prior practice” and
“Use of apps,” with 100% of the participants reporting their use (M = 1.00, SD = 0.00), suggesting
unanimous agreement regarding their effectiveness. These were followed by “Deep breathing” and
“Self-motivation,” each reported by 94.1% of respondents (M = 0.941, SD = 0.243), reflecting high levels
of adoption, albeit with some variation among students.
The participants reported strategies such as “Relaxation techniques” “Support from classmates or
friends”, and “Avoiding speaking situations” (M = 0.824), indicating that while these approaches are
commonly used, they are not as universally preferred as others.
“Positive thinking” was employed by 88.2% of the participants (M = 0.882), highlighting a strong
inclination toward cognitive strategies for managing performance anxiety.
Overall, the data suggest that university students primarily rely on proactive strategies such as
preparation, self-motivation, and breathing techniques to manage emotional factors during speaking
tasks in English. However, a notable portion of the group also engages in avoidance-based strategies,
pointing to a diverse range of coping mechanisms within the population.
Graphic 3
Academic environment factors and their influence on oral performance in English
The results show that, although most students believe that the academic environment does not
significantly affect their speaking performance, the teacher-student relationship emerges as the most
influential factor. This suggests that the teacher's support, attitude, and methodology can impact the
student's confidence when speaking the English language. Additionally, peer support also plays a
crucial role, as a collaborative and non-judgmental atmosphere can help reducing anxiety and
encourage participation.
Pedagogical strategies used by teachers to mitigate the negative effects of emotional factors on
students’ oral performance. - In answer to the question 3.- What pedagogical strategies do teachers
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2936.
use to mitigate the negative effects of emotional factors on students’ oral performance? In the table 3
is possible to see the results of participants speaking skills.
Table 3
Teachers’ recognition of language anxiety vs. Students’ English speaking skill progress perception
Indicators Students Teachers
Recognize the presence of language anxiety 100% 88%
Fear of making mistakes (as a cause) 82% 88%
Negative past experiences (as a cause) 0% 75%
Perceive great or significant progress in speaking 70% 0%
The cross-analysis of teachers’ and students’ perceptions reveals a high level of agreement regarding
the presence of language anxiety during English language (EL) speaking activities. Thus, 88% of
teachers acknowledge that their students experience anxiety, mainly attributed to fear of making
mistakes, and 75% feel the event as negative experiences. Similarly, 100% of students reported at least
one emotional factor related to anxiety, with stress, insecurity, fear, and frustration being the most
frequent. However, despite this emotional burden, students reported a mostly positive perception of
their EL speaking skill progress. Thus, 70% stated great achievement. It suggests that while anxiety is
present, it does not represent a barrier in their learning process. This finding highlights the relevance of
teaching strategies that promote progress even in emotionally challenging contexts. See table 4.
Table 4
Teachers’ strategies to reduce learners’ language anxiety
Categories Included strategies
1. Peer interaction and collaboration - Peer or small group work
- Peer feedback
- Prepared debates
- Guided informal conversations
2. Structural support and anticipated planning - Use of clear rubrics.
- Preparation time before speaking
- Structured oral presentations with visual
support
- Technology intagration (Padlet, Flipgrid)
- Recordings for self-assessment
3. Anxiety reduction and emotional
strengthening
- Relaxation techniques (breathing, visualization)
- Positive feedback focused on effort
- Communicative games
- Role-play or dramatizations
- Shadowing practices
The table outlines three categories of instructional strategies designed to mitigate language anxiety
among students, each addressing distinct aspects that impact well-being and confidence during
language practice.
Category 1 – Peer Interaction and Collaboration: It highlights the relevance of participants’
socialization and mutual support in language acquisition. Strategies such as pair or small group work,
peer feedback, debates, and guided informal conversations foster a less intimidating learning
environment, enabling students to practice in a more relaxed and supported manner. They facilitate the
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2937.
development of a cooperative atmosphere that can reduce learners’ fear of making mistakes and
enhance motivation.
Category 2 – Structural Support and Advance Planning: They provide a clear and organized framework
for learners’ production, thereby diminishing uncertainty and stress. The implementation of rubrics,
allocated preparation time, presentations supported by visual aids, and digital technologies equip
students with tools to anticipate and structure their contributions, thereby increasing their confidence.
Additionally, self-assessment through recordings promotes reflective practice, fostering autonomous
and mindful learning.
Category 3 – Anxiety Reduction and Emotional Empowerment: The category centers on techniques
and dynamics that directly address the emotional regulation of students. Relaxation techniques,
positive feedback, communicative games, role-playing, and shadowing exercises serve to alleviate
tension and establish a playful and secure environment. These strategies contribute to the
enhancement of learners’ self-esteem and the transformation of anxiety into a constructive driving
force for learning.
DISCUSSION
Research demonstrates that emotional factors negatively impact the development of English-speaking
skills, with anxiety being the predominant factor. Authors find harmony with the position of Okyar (2023)
and Wang (2023). They corroborated the findings in the present research: all students reported physical
symptoms associated with anxiety, such as voice trembling, sweating, increased heart rate, and loss of
concentration, especially during speaking practice. It also ratifies the position of Umisara (2021)
concerning the effects on students’ overall emotional well-being. This condition worsens when
instructors employ strict rubrics for evaluation, as students perceive these as limiting their performance
and discouraging their efforts to improve. Additionally, an underexplored finding emerged: envy toward
peers with greater language fluency. Although less frequently discussed in the literature, some students
admitted to feeling embarrassed when comparing themselves to others. Such feelings may reduce
confidence and heighten frustration, as social comparison becomes an additional source of anxiety
during the learning process.
Anxiety is the most relevant emotional factor, accompanied by emotions such as frustration and envy,
which have a direct negative effect on academic performance and the ability to communicate orally in
English.
A finding presented in the research reveals that among university students, despite having been
exposed to English language immersion for a period of 3 to 5 academic years, 70% of the students
reach notable progress in speaking skills; however, a percentage still face difficulties in understanding
how to express themselves in the English language.
Furthermore, all participants of the current study indicated that prior preparation is their primary
strategy for managing the emotional factors associated with speaking. Advanced practice not only
increases their confidence but also contributes to reducing anxiety and improving the quality of their
performance. It remarks on the position of Al Hakim & Syam (2019) concerning the students’ anxiety
when speaking English by using strategies such as prior preparation. Likewise, students highlighted the
use of mobile applications, especially Duolingo, as a preferred resource due to its free, fun, and
motivating nature (Febrianti, 2024). This is an unexpected finding because mobile applications are used
as a more effective and accessible tool to develop their English speaking skills, compared to the
opportunities provided by the classroom context, interaction with peers, or study groups organized by
teachers. This result suggests that integrating such technologies as part of pedagogical strategies
could significantly enhance the teaching-learning process by aligning with students’ preferences and
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2938.
comfort within the classroom, in coherence with Chung (2025). In addition, Naveed et al. (2023) points
out that mobile learning has become a flexible, personalized, and strategic resource in higher education,
enabling access to content anytime and anywhere, and fostering a more motivating and effective
learning experience.
During the study, another notable finding was the occasional use of emotional self-regulation
strategies, such as deep breathing, which may indicate a level of self-efficacy in managing anxiety. As
Elmi (2020) emphasizes that emotional strategies, including techniques for emotional regulation,
significantly improve students’ stress management, motivation, and resilience in higher education
settings. However, this aspect was not examine in depth in the present research, suggesting the value
of future studies with larger samples to validate and expand these patterns.
Consequently, the findings indicate that more research should be done for future, exploring how
specific anxiety management techniques, such as guided meditation, might influence long-term
academic performance. It would also be valuable not only to analyze these strategies theoretically, but
to implement them experimentally in educational settings to assess their current effectiveness.
Skolzkov & Efremova (2023), indicate that mindfulness practice may serve as an effective strategy for
managing stress and regulating emotions. As a result, students would be better equipped to face the
challenges of transitioning to university life with greater resilience.
Speaking practice is encouraged and nervousness is decreased in a supportive learning atmosphere. It
supports Khoudri (2004) assertion that learners need the validation of their classmates and teachers
in order to express themselves more confidently. Many students reported that, after spending more
than three years in a bilingual context, they still struggle to understand jokes, colloquial phrases, and
informal expressions in English, indicating and incomplete immersion process.
In this regard, although an inclusive classroom environment and moderate external support are present,
a lack of confidence and a strong attachment to the mother tongue may still represent significant
barriers. The study revealed that students value the use of mobile applications more highly than in-
class interactions or organized study groups. Altynbekova & Zhussupova (2024) noted that language
learners prefer mobile apps due to their ability to provide self-directed, contextualized, and authentic
learning experiences outside the classroom. This preference even outweighs the perceived value of
peer or teacher interaction in formal settings, as apps offer flexible and autonomous practice aligned
with individual needs. This unexpected outcome highlights the need to adapt pedagogical approaches
to students’ current preferences and comfort levels.
The findings of this research reveal that teaching strategies focused on peer interaction, structural
support, and emotional reinforcement have a positive impact on reducing language anxiety during oral
production. This is consistent with the observations of Al Hakim and Syam (2019), who emphasize that
strategies such as preparation, relaxation, and collaborative work enable students to face the
challenges of speaking in English with greater confidence. Within the peer interaction and collaboration
category, in harmony with González et al. (2020), who state that group work improves academic
performance. It also promotes attitudinal values such as solidarity and cooperation, which help reduce
the fear of making mistakes.
The use of structured resources, such as rubrics and planned preparation, aligns with Paramasivam
(2020), who emphasizes the role of constructive feedback in easing fear of negative evaluation.
Anxiety-reduction strategies such as role-play, shadowing, and mindfulness reflect the findings of
Frengki (2024), Piguave et al. (2025), and Kolzkov and Efremova (2023), which affirm the positive
contribution of creating a safer and more engaging learning environment.
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Although the majority of the strategies identified align with the literature, some practices such as self-
assessment through recordings and shadowing emerge as less frequently addressed by authors, yet
are valued for their usefulness in reducing anxiety and improving oral performance. These open the
door for further research to explore the students' emotional and pedagogical impact in foreign language
education.
A particularly novel finding was the impact of social comparison on student motivation. Some students
reported feeling discouraged from participating when comparing themselves to peers with higher
English proficiency (Schlechter et al., 2025). It explains that frequent upward comparisons can trigger
stress, anxiety, and reduced engagement. Survey results reinforce this, as 30% of students admitted to
feeling envy when comparing their performance with others—an emotion that, although not
predominant, may still hinder participation in speaking tasks.
Student’s obvious preference for using mobile applications over regular classroom interactions was an
intriguing and rather unexpected finding. This aligns with Altynbekova and Zhussupova (2024), who
found that learners appreciate mobile apps for their ability to offer autonomous, contextualized, and
authentic learning experiences outside formal environments. This preference challenges conventional
notions of communicative learning and points toward the need for educators to incorporate mobile-
assisted language learning (MALL) strategies into speaking activities. Incorporating these tools,
teachers could reduce language anxiety while also tap into the digital habits and motivational drivers
of today's learners, making the process more relevant, flexible, and engaging.
CONCLUSION
The authors declare that the aims proposed for the research were successfully met: to analyze the
influence of emotional factors, such as anxiety, fear, nervousness, and stress, on the performance of
speaking skills in university students enrolled in a foreign language teacher training program in Manta,
Ecuador. The results of this research reveal that emotional factors, particularly anxiety, are decisive in
the oral performance of university students learning English. Anxiety manifests through physical
symptoms such as trembling, sweating, and loss of concentration, but also through deeper emotional
responses like insecurity, frustration, shame, and even envy. Such emotions frequently limit students'
participation and undermine their confidence during public speaking. Nevertheless, students adopt
several coping strategies, with the most valued being prior preparation, deep breathing, mobile
applications, positive thinking, and peer practice. These strategies demonstrate students’ capacity for
self-regulation abilities and highlight the importance of adapting teaching methodologies to their
preferences and learning styles. Additionally, the learning environment is essential: a safe, inclusive,
and emotionally supportive classroom context facilitates participation and helps reduce anxiety.
However, prolonged exposure to bilingual settings alone does not guarantee the development of
speaking skills, especially when not accompanied by adequate emotional and pedagogical support.
The teaching strategies observed in this study provide a thorough approach to language education,
addressing not only linguistic competence but also the emotional and social well-being of learners.
Effectively reducing language anxiety requires educators to foster peer collaboration, provide clear
structure, and offer consistent emotional support. Both students and teachers agreed that an inclusive
and motivating classroom environment, where students feel trust and connection with the teacher,
significantly improves academic performance and enhances the overall learning experience.
Finally, this research confirms that language anxiety is a widely acknowledged issue by both students
and instructors. While various pedagogical strategies are being applied to support language
development, significant gaps remain, as evidenced by the percentage of students who have not yet
reached the expected proficiency level.
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2940.
A limitation of the study is the corpus that does not allow for generalizing the results. However, the
study emphasizes how university students continuous feel anxious when speaking a foreign
language. This underscores the need for future research and refinement of interventions to optimize
language learning outcomes. The study’s authors hope this work to contribute to the improvement of
the English language instruction in universities located in South American countries.
Acknowledgement: This work is part of the research project “Human Development and Professional
Profile in Teacher Training: Mentoring and Social-Emotional Learning” at Laica Eloy Alfaro University in
Manabí, Ecuador.
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 2941.
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