Browsing by Author "Romero Palacios, Amparo De Jesus"

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    Linguistic and emotional factors in English oral production
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-10) Jimenez Simaleza, Johanna Lizeth; Velasco Muñoz, Lilibeth; Romero Palacios, Amparo De Jesus
    The linguistic and emotional factors that influenced the oral English production of third-semester students in the National and Foreign Languages program at the Technical University of Cotopaxi were investigated, given their direct impact on the communicative performance required in teacher training. Methodology: A mixed-methods design was employed, using a four-point Likert-scale survey (n = 12) and an observation sheet in listening and speaking classes; quantitative data were processed using frequencies, percentages, and weighted averages, and integrated with observational evidence through interpretive triangulation. Results: On the emotional level, manifestations of communicative anxiety predominated, with stuttering and anxiety about answering correctly (100% agreement) standing out, along with fear of making mistakes and peer pressure (90% agreement). On the linguistic level, difficulties were concentrated in grammar, fluency, and accuracy (90% agreement), as well as pronunciation errors (80%); simultaneously, low spontaneity and limited use of complex structures were observed (70% disagreement with those statements), along with prior planning in L1 (60%). The observation confirmed hesitations, silences due to insecurity, L1–L2 mixing, and visible tension during oral interventions. Conclusions: It was concluded that emotional factors carried greater relative weight than linguistic factors in restricting oral performance, and that both operated in tandem: affective pressure intensified blocks, and linguistic difficulty increased inhibition. The findings suggested implementing classroom practices that reduce perceived risk, increase guided oral practice, and strengthen fluency and pronunciation; future research could expand the sample and evaluate the effects of specific pedagogical strategies over time