Linguistic and emotional factors in English oral production
| dc.contributor.advisor | Romero Palacios, Amparo De Jesus | |
| dc.contributor.author | Jimenez Simaleza, Johanna Lizeth | |
| dc.contributor.author | Velasco Muñoz, Lilibeth | |
| dc.date.accessioned | 2026-04-10T16:22:55Z | |
| dc.date.available | 2026-04-10T16:22:55Z | |
| dc.date.issued | 2026-04-10 | |
| dc.description.abstract | 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 | |
| dc.format.extent | 43-68 páginas | |
| dc.identifier.citation | Jiménez, J., Velasco, L., & Romero, A. (2026). Linguistic and emotional factors in English oral production. Atlas Research Journal, 4(1), 43-68. https://doi.org/10.65305/arj.v4n1.2026.48 | |
| dc.identifier.uri | https://doi.org/10.65305/arj.v4n1.2026.48 | |
| dc.identifier.uri | https://atlasrj.com/index.php/home/article/view/48 | |
| dc.identifier.uri | https://repositorio.utc.edu.ec/handle/123456789/15473 | |
| dc.language.iso | en | |
| dc.publisher | Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC) | |
| dc.subject | ORAL EXPRESSION | |
| dc.subject | FOREIGN LANGUAGE | |
| dc.subject | LANGUAGE TEACHING | |
| dc.title | Linguistic and emotional factors in English oral production | |
| dc.type | Article |