Factores emocionales y desarrollo de las habilidades orales en jóvenes aprendices de inglés como lengua extranjera
Palabras clave:
ansiedad lingüística; habilidades orales; autoconfianza; voluntad de comunicarse; jóvenes aprendicesResumen
Introducción: La expresión oral en inglés exige coordinar recursos lingüísticos, cognitivos y socioemocionales, por lo que la ansiedad, el miedo al error, la motivación y la autoconfianza pueden modificar la disposición de los estudiantes a participar. Objetivo: analizar cómo se manifiestan los factores emocionales y cómo se asocian con el desarrollo de las habilidades de expresión oral en jóvenes estudiantes de inglés como lengua extranjera (EFL) durante la interacción habitual en el aula en Chone, Ecuador. Materiales y Métodos: Se desarrolló un estudio cualitativo, descriptivo y transversal en una institución educativa privada de Chone, Ecuador, con 37 estudiantes de séptimo grado y tres docentes de inglés seleccionados mediante muestreo por conveniencia. La información se obtuvo mediante observaciones de aula y entrevistas semiestructuradas; los datos se organizaron en categorías temáticas y se contrastaron mediante triangulación entre fuentes. Resultados: El nerviosismo, el miedo a cometer errores y la inseguridad comunicativa se asociaron con vacilaciones, respuestas breves, silencio y evitación de tareas orales individuales. En contraste, el trabajo en parejas y grupos, las actividades interactivas, los juegos, el apoyo visual y la retroalimentación respetuosa estuvieron acompañados de una mayor disposición a comunicarse y de respuestas más espontáneas. Los patrones observados coinciden con la literatura sobre ansiedad lingüística, disposición a comunicarse y disfrute en el aprendizaje de lenguas, y sugieren que la participación oral varía según el grado de presión comunicativa y seguridad percibida en cada actividad. Conclusiones: El desarrollo de la expresión oral en jóvenes aprendices de inglés se relaciona estrechamente con las condiciones emocionales construidas en la interacción de aula; por ello, conviene diseñar experiencias comunicativas progresivas que normalicen el error, reduzcan la exposición innecesaria y fortalezcan la confianza para hablar.
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