DOI: https://doi.org/10.56712/latam.v7i1.5365
Linguistic
anxiety and strategies teaching-learning of pre-service english
teachers
Ansiedad lingüística y
estrategias de enseñanza-aprendizaje de docentes de inglés en
formación profesional
Ashley Milena Bravo López
https://orcid.org/0000-0003-2593-1541
Universidad Laica Eloy Alfaro de Manabí
Manta – Ecuador
Itsel Geanina Ho=
lguín
Mora
https://orcid.org/0000-0003-0501-0796
Universidad Laica Eloy Alfaro de Manabí
Manta – Ecuador
Johanna Elizabeth Bello Piguave[1]
https://orcid.org/0000-0002-0882-1060
Universidad Laica Eloy Alfaro de Manabí, Ecuador. Universidad
del País Vasco, España. Research =
group: =
Innovaciones
Pedagógicas para el Desarrollo Sostenible. Project: Desarrollo Human=
o y
Perfil Profesional: Mentorías y Aprendizaje Socioemocional
Manta – Ecuador
Artículo recibido: 16 de octubre=
de
2025. Aceptado para publicación: 19 de febrero de 2026.
Conflictos de Interés: Ninguno que declarar.
Abstract
Language anxiety is a phenomenon that occurs in the teaching and
learning of foreign languages, especially in vocational training contexts,
affecting communicative skills and, in turn, the application or correct use=
of
teaching strategies. This research was conducted to analyze the relationship
between language anxiety and the teaching and learning strategies used in t=
he
formation of English teachers at a public university in Manta, Manabí
(Ecuador). A mixed methodological approach was adopted, both descriptive and
comparative, with a sample of 60 first and final semester students. Data we=
re
collected using the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) and semi-structured int=
erviews
to explore the teaching strategies that influence comfort and confidence in
communicating in English. The findings manifested moderate to high anxiety =
with
no significant differences between both semesters, first and last semesters,
related to fear of negative evaluation, shyness, and public exposure. Moreo=
ver,
the best practices found were teamwork, small groups, prior preparation,
positive feedback among peers, and digital tools to conduct self-assessment=
and
teacher empathy. Therefore, i=
t is
considered that academic experience is not enough to reduce language anxiet=
y,
and it is necessary to create emotionally safe environments to build up the=
ir
self-confidence in oral communication in English.
Keywords: language anxiety, pedagogical strategies, =
teaching,
foreign language acquisition, communicative learning, learning
Resumen
La ansiedad lingüística constituye un factor determinan=
te
en el proceso de enseñanza-aprendizaje de lenguas extranjeras,
especialmente en contextos de formación profesional, ya que influye =
en
el desempeño comunicativo y en la aplicación de estrategias
pedagógicas. El objetivo de esta investigación fue analizar la
relación entre la ansiedad lingüística y las estrategias=
de
enseñanza-aprendizaje empleadas en la formación de docentes de
inglés en una universidad pública de Manta,
Manabí-Ecuador. Se adoptó un enfoque metodológico mixt=
o,
de alcance descriptivo y comparativo, con una muestra de 60 estudiantes de
primeros y últimos semestres. Los datos se recopilan mediante la
Palabras clave: ansiedad lingüística, estrategias educativas, docente,
estudiante universitario, lengua extranjera, aprendizaje
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Todo el contenido de LATAM Revista Latinoamerica=
na
de Ciencias Sociales y Humanidades, publicado en este sitio está
disponibles bajo Licencia Creative Commons.=
C=
ómo
citar: Bravo López, A.=
M.,
Holguín Mora, I. G., & Bello Piguave, J. E. (2026). L=
inguistic
anxiety and strategies teaching-learning of pre-service english
teachers. LATAM Revista Latinoamericana de Ciencias Sociales y Humanid=
ades
7 (1), 1574 – 1589. https://doi.org/10.56712/lat=
am.v7i1.5365
INTRODUCTION
Learning English has become a key skill in a
world connected by business, science, and technology. EF Education First (2=
025)
states in the English Proficiency Index (EPI) that the countries with the b=
est
English skills are in Europe, while some Latin American countries show lower
levels. This language gap can negatively affect job opportunities, access to
new knowledge, and the chance to study abroad.
In this situation, research on language
teaching and learning points out something important: feeling nervous when
speaking. Since the key study by Horwitz, Horwitz, and Cope (1986) and the
creation of the FLCAS (Foreign Language Classro=
om
Anxiety Scale), it has been clear that nerves in language classes are a spe=
cial
issue that affects how you learn and participate. Also, Goñi
Osácar (2019) confirms that in a higher
education institution, fear or anxiety about speaking English is linked to
evaluated oral production tasks or activities presented in front of a group=
.
Some important ideas, like those from Vilchez and Corvetto (202=
5),
state that the first emotion to appear during speaking skills is anxiety, d=
ue
to the challenge students face when communicating in front of their peers. =
The
most common causes that show speaking English is the hardest include
insecurity, lack of vocabulary knowledge, low self-perception of competence,
fear of judgment from teachers and classmates, wrong beliefs about learning,
and unempathetic corrections. Implementing changes in teaching methods,
strengthening teacher support, and using active strategies is essential to
reduce students' anxiety and promote more effective, inclusive, and humanis=
tic
learning (Oliveira, Hernández & Cervantes, 2025).
Ecuador, based on the English Proficiency I=
ndex
(EPI) data, ranks 83 out of 123, showing low proficiency in English. This s=
uggests
there are major problems in teaching and learning the language. Even though
Ecuadorian higher education has tried to follow the guidelines of the Common
European Framework of Reference (CEFR) for language teaching, learning, and
assessment, there are still shortcomings in acquiring English as a second
language. According to Vázquez, Abreus, and Cim=
a
(2011), in Ecuadorian education—especially in universities—ther=
e is
a need for new methodologies that promote effective learning and confident
communication in English.
Facing this challenge, it is important to f=
ind
and use strategies that boost students' confidence, motivation, and
communicative participation. These ideas range from creating a pleasant
classroom environment, using jokes, and being friendly, to employing new
technological resources like virtual reality or computer-based feedback.
However, Cordero Badilla and Morales Rojas (201=
7)
note that strategies targeting the negative emotions students feel about th=
eir
English competence require more effort and time to implement.
The remnants of educational practices show =
up
most strongly in teacher training, especially for future English teachers. =
They
must manage not only their own language anxieties and skills but also design
classes that reduce their students' fears. In this area, language anxiety
creates two main problems: the first relates to the professional developmen=
t of
student-teachers, and the second connects to the design of their future
teaching practices. Therefore, research on language anxiety and
teaching-learning strategies becomes important in preparing English teacher=
s,
as it reveals the interactions between affective and pedagogical variables =
in
the teaching process.
Based on this interest, this study aimed to
analyze language anxiety levels in students from the first levels (first and
second semester) and the last levels (eighth and ninth semester) of the
Pedagogy in National and Foreign Languages (PINE) program at the Universida=
d Laica Eloy Alfaro de Manabí. It also examined
effective teaching-learning strategies to reduce anxiety in speaking skills=
.
The comparative analysis between early
semesters and advanced semesters helped identify if anxiety levels decrease
with academic experience, or if, on the other hand, they stay the same in t=
eacher
training centers for English teachers.
Based on these objectives, the following
research questions guide this study:
●●●
The one-way ANOVA (Type III) analysis compa=
ring
two grouped categories (Courses 1+2 vs 8+9) showed no statistically signifi=
cant
differences in any of the FLCAS dimensions eval=
uated:
communication apprehension (Speaking Anxiety) (p =3D .973), test anxiety (p=
=3D
.908), receiver anxiety (Fear of Negative Evaluation) (p =3D .895), and avo=
idance
behaviors (General Classroom Anxiety) (p =3D .496). The effect sizes (η
Qualitative Results Fro=
m
The Interview
The analytical process was carried out thro=
ugh
thematic categorization that allowed grouping the responses into three
fundamental dimensions: (1) Factors that generate language anxiety, (2)
Pedagogical strategies that reduce anxiety, and (3) Perception of the class=
room
environment. Below, the most significant findings from each category are
presented through a comparative approach between students from first, secon=
d,
eighth, and ninth semesters.
Category 1: Factors that generate
language anxiety: fear of negative evaluation, lack of confidence, shyness,
public exposure, and unrealistic beliefs about quick language learning (Sol=
ano
Tenorio & Alfonso Fernández, 2025)
Table 2
Factors that generate language anxiety: fea=
r of
evaluation, confidence, and oral exposure
|
|
Subcategory |
|
|
First Semesters |
CA1. 1. I sometimes feel nervous or scared at the
beginning. CA2. 1. Getting confused and the teacher corr= ecting me. CA10. 1. Nervousness when speaking in front o= f many people. DN6. 1. Overanalyzing information creates emo= tional blockage. MR1. 1. Fear of making mistakes. MR1. 2. They laugh at my pronunciation. MR2. 2. Speaking tests. FC1. 1. I usually feel calm, though it requires
concentration.
LC2. 1. Fear of not being understood. |
Shyness and initial insecurity Fear of negative evaluation Public exposure anxiety Blockage from overthinking Fear of negative evaluation Fear of ridicule Public exposure anxiety Oral test anxiety Cognitive demand Perceived absence of anxiety, Confidence when interacting with pee=
rs Fear of making mistakes Fear of negative evaluation Social
support |
|
Last Semesters |
BH1. 1. Nervousness when structuring and conjugating
verbs. BH4.1. Debates generate more nerves. JC1. 1. Fear and insecurity in front of classmates.=
JC1. 2. Not feeling the necessary level. JC2. 2. Fear of external judgment. NX1. 1. Fear of being judged. |
Grammatical insecurity Anxiety from lack of preparation Public exposure anxiety Fear of negative evaluation Fear of negative evaluation Social support Lack of confidence Lack of confidence Grammatical insecurity Fear of negative evaluation Generalized anxiety Public exposure anxiety Fear of negative evaluation Insufficient mastery Lack of confidence |
Category 2: Pedagogical strategies
that reduce anxiety: collaborative support environments, gradual oral pract=
ice,
positive feedback, and relaxation techniques (Cantos et al., 2024)
Table 3
Pedagogical strategies for reducing anxiety,
according to students from the first and last semesters
|
|
Subcategory |
|
|
First Semesters |
CR3.1. Practicing in small groups builds confidence.<=
br>
CR6.1. Reviewing beforehand creates security.=
DN3. 1. Working in small groups positively influences confidence. DN7. 1. Technological tools to practice witho= ut pressure. DN10.1. Breathing exercises and mindfulness c= ontrol nerves. DN11.1. Peer feedback reduces anxiety. FC4. 1. Interest in vocabulary. FC.11. 1. Peer work, feedback, rubrics, preparation t=
ime,
games, role-play. LC5. 1. Working with classmates builds confidence.<= o:p> LC6. 1. Preparing with time works. |
Collaborative environments Prior preparation Collaborative environments Use of technology Emotional regulation Positive feedback Focus on meaningful content Positive feedback Prior preparation Strategies Prior preparation Collaborative environments Prior preparation Strategy Collaborative environments |
|
Last Semesters |
BH5. 1. Peer feedback doesn't feel judgmental. JC3. 1. Having confidence allows performing well. AL7. 1. Recording yourself helps see weaknesses. |
Positive feedback Prior preparation Use of technology Strategies Strategies Building self-confidence Prior preparation Strategies and emotional regulation Prior preparation Use of technology Strategies Prior preparation Strategies |
Category 3: Perception of the
classroom environment: interaction between teacher and students in dynamic
learning and active feedback (Párraga, 2=
025)
Table 4
Relationship between emotions and pedagogic=
al
strategies according to students from the first and last semesters
|
|
Subcategory |
|
|
First Semesters |
DN1. 1. Feeling of happiness and satisfaction. DN2.1 Peer evaluation and being the center of attention feel intimidating &nbs= p; &= nbsp; FC.9. 1. Positive feedback gives confidence. |
Emotions Emotions Emotions and strategy Emotions and strategy |
|
Last Semesters |
BH9. 1. Positive teacher feedback impacts improveme=
nt. JC4. 1. Demanding teachers complicate things;
confidence helps. |
Strategy Strategy Strategy and emotion Strategy and emotion Strategy and emotion |
The results on factors causing language anx=
iety
identify situations like fear of negative evaluation, lack of confidence,
shyness, public exposure, and unrealistic beliefs about quick learning. The=
se
were present in both early and late semesters. These findings align with
Horwitz et al. (1986), who defined anxiety in foreign language classrooms a=
s a
response of fear and tension that affects oral participation, and with Goñi-Osácar et al. (2019), who link
nervousness to evaluated activities in front of groups.
Students from early levels (first and second
semesters) express shyness and insecurity at the start, fear of public
corrections, and nerves from group exposure, which cause emotional blocks d=
ue
to overthinking. This lines up with Sanchez and Escolar (2016), who attribu=
te
those communication blockages to bad experiences that damage speaking fluen=
cy
and confidence in the pre-service English teachers. Actually, in the last
semesters (eighth and ninth), worries about grammar persist, as well as fea=
r of
others' point of view and nerves during debates or improvised talks. These
findings coincide with Sanz de la Cal et al. (2021), who match ongoing anxi=
ety
to weak language skills, regardless of students' levels in school, and a de=
ep
fear of getting things wrong.
The similarity of factors across semesters
shows that anxiety does not decrease automatically with more exposure. It
requires early affective interventions, like creating an empathetic environ=
ment
to reduce shyness and public exposure. This supports O=
laya
and Ahumada (2023), who emphasize the teacher's=
role
in reducing tension through empathy, and Awan et al. (2010), who link fear =
of
grammatical errors to cognitive distractions. Such strategies would build
confidence in speaking skills for future English teachers.
Practicing the language in small groups with
collaborative game activities is a key pedagogical strategy to reduce langu=
age
anxiety. This view aligns with Eriksson (2020), who argues that collaborati=
ve
environments and small-group interaction decrease tension and promote a
positive attitude toward oral communication. By sharing experiences and
mistakes in a more intimate setting, learning feels like a collective proce=
ss
and less threatening, which encourages participation and communicative flue=
ncy.
Prior preparation works effectively by help=
ing
students know what to say, understand, and pronounce words, especially in
another language, in speaking development activities. Without it, anxiety
increases, affecting self-confidence, including in English "role
plays" and "debates," where prior preparation helps students
feel more comfortable. This is highlighted by Arifin et al. (2024), who sug=
gest
building self-confidence through breathing exercises, relaxation, and body
movements. The importance of this strategy lies in anticipating communicati=
ve
situations, which reduces uncertainty and tension linked to oral expression=
.
Peer empathetic feedback stands out as a ve=
ry
helpful strategy, since corrections happen in a less pressured way. This
positively impacts confidence when speaking and avoids the feeling of being
judged. This agrees with Erdiana et al. (2020),=
who
highlight that empathetic feedback, combined with cooperative activities,
improves communication and reduces anxiety.
Technological tools have a big impact on
meaningful learning. Students highlight that using even one helpful tool ma=
kes
a difference, though many apps remain unknown. There was some awareness of
"Flipgrid," and those who used it felt more secure—they rec=
ord
themselves, see their mistakes, re-record to self-correct, and identify
weaknesses. This builds self-confidence and security while listening to
themselves, as Shamsi et al. (2019) note the value of technological resourc=
es
for independent practice. The importance of this strategy is that technology
enables more flexible and less intimidating learning, reducing shyness and
stress linked to oral tests.
The classroom environment can create well-b=
eing
or tension. Sanz
de la Cal et al. (2021) describe early anxiety related to English a=
nd
its link to perceived linguistic competence. This research shows that
interacting in another language produces feelings of happiness, satisfactio=
n,
and gratification. Encouraging comments from teachers also boost students'
self-assurance, making it easier for them to speak smoothly and enjoy that
rewarding feeling of hitting their goals. This aligns with España
Reyes (2020) and Goñi-Osácar and =
del
Moral Barrigüete (2021), who point out that
seeing the teacher positively and having a supportive classroom environment=
go
hand-in-hand with reduced anxiety. Erdiana et a=
l.
(2020) add to this by stressing how kind, helpful feedback plays a key part=
.
When a teacher lacks empathy during oral
activities (speaking), they become more difficult, causing students to feel
discouraged and fail to progress. This matches Olaya
and Ahumada (2023), who explain that a rigid
classroom environment without respectful correction increases fear of mista=
kes
and strengthens feelings of inadequacy. Additionally, =
Marici
et al. (2022) and Chen et al. (2022) note that the teacher's appearance, to=
ne
of voice, and gestures influence willingness to communicate, while Khajavy et al. (2025) highlight the link between anxi=
ety,
shame, and fear of judgment, emphasizing the need for emotionally safe lear=
ning
environments.
CONCLUSIONS
Empathetic, collaborative, and technological
teaching strategies are key to reducing language anxiety and boosting
confidence in English teacher training, especially when it comes to develop=
ing
speaking skills. This includes the fact that prior preparation is a tool
commonly used by students to tackle oral activities, although its applicati=
on
tends to focus on specific situations rather than on a continuous process of
improving communicative competence. Additionally, anxiety intensifies when
speaking activities are subject to assessment, and students feel pressure a=
nd
increased anxiety, which generates fear of judgment and affects their
willingness to communicate. These dynamic highlights the need to create lea=
rning
environments where assessment is not the sole focus and where constant
practice, positive feedback, and the appreciation of individual progress are
encouraged. The integration of cognitive, affective, and technological
strategies, together with a safe and respectful classroom environment, is
essential for training teachers who are able to perform with confidence and
fluency in speaking practice in real English language teaching contexts.
Limitations
Limitations of this research include the la=
ck
of differentiation between participants based on gender or age, which preve=
nts
the identification of possible variations in language anxiety according to
these characteristics. In addition, during data collection, some students
showed some resistance to participating or collaborating, which influenced =
the
depth and richness of the information gathered. These limitations highlight=
the
need to strengthen motivation and confidentiality strategies in future
research, as well as to incorporate relevant sociodemographic variables, to
achieve more comprehensive, representative, and sensitive analyses of stude=
nt
diversity.
Recommendations
It is recommended that the sample be expand=
ed
in future research on language anxiety in English teacher training to obtain
more representative results. As the sample for this research was somewhat
limited, future studies should consider a bigger sample, categorizing
participants by gender and age. It would be possible to examine potential
differences in the experience of language anxiety and the effectiveness of
pedagogical strategies based on these variables. Long-term studies are
recommended to monitor changes in language anxiety across time and througho=
ut
various phases of teacher preparation. This would help clarify how coping m=
echanisms
and anxiety levels evolve as students advance in their professional
development.
Acknowledgements: This article is part of t=
he
research projects Human Development and Professional Profile in Teacher
Training: Mentoring and Social-Emotional Learning. Gratitude is extended to=
the
Pedagogical Innovations for Sustainable Development research group at Laica Eloy Alfaro University in Manabí, Ecuado=
r, for
their valuable support.
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