Fatores emocionais e desenvolvimento das habilidades de fala em jovens aprendizes de inglês como língua estrangeira
Resumo
Introdução: A expressão oral em inglês exige a coordenação de recursos linguísticos, cognitivos e socioemocionais; por isso, a ansiedade, o medo de errar, a motivação e a autoconfiança podem alterar a disposição dos estudantes para participar. Objetivo: analisar como os fatores emocionais se manifestam e como se associam ao desenvolvimento das habilidades de expressão oral em jovens estudantes de inglês como língua estrangeira (EFL) durante a interação habitual em sala de aula em Chone, Equador. Materiais e Métodos: Realizou-se um estudo qualitativo, descritivo e transversal em uma instituição de ensino privada de Chone, Equador, com 37 alunos do sétimo ano e três professores de inglês, selecionados por meio de amostragem por conveniência. As informações foram obtidas mediante observações em sala de aula e entrevistas semiestruturadas; os dados foram organizados em categorias temáticas e confrontados por meio da triangulação de fontes. Resultados: O nervosismo, o medo de cometer erros e a insegurança comunicativa associaram-se a hesitações, respostas breves, silêncio e à evitação de tarefas orais individuais. Em contrapartida, o trabalho em duplas e grupos, as atividades interativas, os jogos, o suporte visual e o feedback respeitoso foram acompanhados de uma maior disposição para se comunicar e de respostas mais espontâneas. Os padrões observados coincidem com a literatura sobre ansiedade linguística, disposição para se comunicar e prazer na aprendizagem de línguas, sugerindo que a participação oral varia conforme o grau de pressão comunicativa e a segurança percebida em cada atividade. Conclusões: O desenvolvimento da expressão oral em jovens aprendizes de inglês está estreitamente relacionado às condições emocionais construídas na interação em sala de aula; portanto, convém elaborar experiências comunicativas progressivas que normalizem o erro, reduzam a exposição desnecessária e fortaleçam a confiança para falar.
Referências
Aramaki, T. (2024). Investigating collaborative oral task repetition as a language anxiety reduction strategy. Cogent Education, 11(1), 2367306. https://doi.org/10.1080/2331186X.2024.2367306
Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016
Dewaele, J.-M. (2019). The effect of classroom emotions, attitudes toward English, and teacher behavior on willingness to communicate among English foreign language learners. Journal of Language and Social Psychology, 38(4), 523–535. https://doi.org/10.1177/0261927X19864996
Dewaele, J.-M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21–45. https://doi.org/10.14746/ssllt.2018.8.1.2
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & Pavelescu, L. M. (2021). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching, 15(1), 66–80. https://doi.org/10.1080/17501229.2019.1675667
Dewaele, J.-M., Albakistani, A., & Ahmed, I. K. (2022). Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes. The Language Learning Journal, 52(1), 117–130. https://doi.org/10.1080/09571736.2022.2110607
Dewaele, J.-M., Botes, E., & Greiff, S. (2023). Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach. Studies in Second Language Acquisition, 45(2), 461–479. https://doi.org/10.1017/S0272263122000328
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161
Dryden, S., Tankosic, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia. System, 101, 102593. https://doi.org/10.1016/j.system.2021.102593
Elov, B., Abdullayeva, I., Raupova, L., Kholikov, A., & Mirkasimova, M. (2025). Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): Mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment. Language Testing in Asia, 15, 3. https://doi.org/10.1186/s40468-024-00340-x
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254. https://doi.org/10.1016/j.system.2024.103254
Feng, E., Li, C., MacIntyre, P. D., & Dewaele, J.-M. (2025). Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners. Learning and Individual Differences, 118, 102639. https://doi.org/10.1016/j.lindif.2025.102639
Hedayati, F., Morady Moghaddam, M., & Mirfendereski, Y. (2026). Controversy as classroom catalyst: The effect of structured academic controversy on foreign language speaking anxiety. Thinking Skills and Creativity, 59, 101987. https://doi.org/10.1016/j.tsc.2025.101987
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Kelsen, B. A., & Liang, S. H.-Y. (2024). Frontal EEG alpha asymmetry predicts foreign language anxiety while speaking a foreign language. Behavioural Brain Research, 475, 115216. https://doi.org/10.1016/j.bbr.2024.115216
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605–624. https://doi.org/10.1017/S0272263117000304
Lin, Y., Wang, B., Zhang, G., & Su, Y. (2025). The relations among foreign language anxiety, academic buoyancy and willingness to communicate in EFL classroom. Frontiers in Psychology, 16, 1634054. https://doi.org/10.3389/fpsyg.2025.1634054
MacIntyre, P. D. (2020). Expanding the theoretical base for the dynamics of willingness to communicate. Studies in Second Language Learning and Teaching, 10(1), 111–131. https://doi.org/10.14746/ssllt.2020.10.1.6
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 52(3), 537–564. https://doi.org/10.1111/1467-9922.00194
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202–214. https://doi.org/10.1016/j.system.2011.04.002
Mierzwa-Kamińska, E. (2025). Foreign language enjoyment and anxiety among Polish EFL students: Theory and practical implications for foreign language educators. Springer. https://doi.org/10.1007/978-3-031-86122-2
Peng, J.-E. (2019). The roles of multimodal pedagogic effects and classroom environment in willingness to communicate in English. System, 82, 161–173. https://doi.org/10.1016/j.system.2019.04.006
Peng, J.-E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language Learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363–387. https://doi.org/10.1017/S0272263118000311
Tsang, A., & Davis, C. (2024). Young learners’ well-being and emotions: Examining enjoyment and boredom in the foreign language classroom. The Asia-Pacific Education Researcher, 33, 1481–1488. https://doi.org/10.1007/s40299-024-00828-3
Vélez Muñoz, S. G., Intriago Vera, M. G., Macías Loor, M., Ponce Martínez, R. I., & Loor Fernández, M. N. (2026). Difficulty factors for learning English as a foreign language. Maestro y Sociedad, 23(1), 971–984. https://maestroysociedad.uo.edu.cu
Wang, C., Zou, B., Du, Y., & Wang, Z. (2024). The impact of different conversational generative AI chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking anxiety, and self-perceived communicative competence. System, 127, 103533. https://doi.org/10.1016/j.system.2024.103533
Wu, H. (2024). How teacher characteristics shape Chinese undergraduate EFL learners’ enjoyment and anxiety. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2024.2385842
Wu, T.-T., Hapsari, I. P., & Huang, Y.-M. (2025). Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2025.2478271
Yim, S. Y. (2014). An anxiety model for EFL young learners: A path analysis. System, 42, 344–354. https://doi.org/10.1016/j.system.2013.12.022
Zarrinabadi, N., & Alipour, F. (2020). Sequencing inquiry tasks and video modeling examples to enhance L2 willingness to communicate. Learning and Motivation, 72, 101669. https://doi.org/10.1016/j.lmot.2020.101669
Zhang, H., Du, L., Luo, S., Xun, H., Yang, A., & Tang, Y. (2025). Unlocking EFL achievement through informal digital learning: The mediating roles of anxiety and enjoyment among school-age students in the Chinese mainland. Asian-Pacific Journal of Second and Foreign Language Education, 10, 45. https://doi.org/10.1186/s40862-025-00352-x
Zhang, T., Sultana, M., & Bibi, R. (2026). Understanding L2 willingness to communicate: The interplay of growth mindset, foreign language enjoyment and anxiety. BMC Psychology, 14, 543. https://doi.org/10.1186/s40359-026-04222-0
Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta-analysis. The Modern Language Journal, 103(4), 763–781. https://doi.org/10.1111/modl.12590
Zuniga, M., & Simard, D. (2022). Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production. System, 105, 102732. https://doi.org/10.1016/j.system.2022.102732
Publicado
Edição
Seção
Licença
Direitos autorais (c) 2026 Gema Lisseth Vélez Vargas, Miguel Macías Loor
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 