Vol. 12/ Núm. 1 2025 pág. 573
https://doi.org/10.69639/arandu.v12i1.627
Exploring the causes of fear of foreign language learning: A
pre-service case study
Estudio de las causas del miedo en el aprendizaje de idiomas: Un caso de estudio
previo a la prestación de servicios
Ronny David Palacios Alarcon
rpalaciosa2@uteq.edu.ec
Universidad Técnica Estatal de Quevedo
Ecuador
Jardel Coutinho Dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Ecuador
Artículo recibido: 10 enero 2025 - Aceptado para publicación: 20 febrero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
Fear is a crucial variable that influences either positively or indirectly the acquisition of foreign
languages, usually among teachers of language preservation. This research aims to explore the
causes of fear in learning English as a foreign language (EFL) and how it manages to impact both
on teaching and on the acquisition of the foreign language. The mixed method collected data from
19 participants who offered their services through surveys, interviews, and classroom
observations. The results indicate that the most common fears a student may experience through
language acquisition are fear of making mistakes, fear of negative evaluation, and fear of speaking
in public, these barriers to creating effective communication through the use of English. These
fears lead to lower levels of self-confidence and low participation. The study highlights the
importance of implementing inclusive teaching methods, psychological support, and activities
where they enable students to face their fears. It is crucial to address these issues in order to
establish an effective and positive EFL learning environment.
Keywords: fear, emotion, EFL students, mistakes
RESUMEN
El miedo es una variable crucial que influye positiva o indirectamente en la adquisición de lenguas
extranjeras, generalmente entre los profesores de preservación del lenguaje. Esta investigación
tiene como objetivo explorar las causas del miedo en el aprendizaje de inglés como lengua
extranjera (EFL) y cómo se logra impactar tanto en la enseñanza como en la adquisición de la
Vol. 12/ Núm. 1 2025 pág. 574
lengua extranjera. El método mixto recogió datos de 19 participantes que ofrecieron sus servicios
a través de encuestas, entrevistas y observaciones en el aula. Los resultados indican que los
miedos más comunes que un estudiante puede experimentar a través de la adquisición del idioma
son el miedo a cometer errores, el miedo a una evaluación negativa y el miedo a hablar en público,
estas barreras para crear una comunicación eficaz mediante el uso del inglés. Estos temores
conducen a niveles más bajos de confianza en sí mismos y de participación. El estudio destaca la
importancia de aplicar métodos de enseñanza inclusivos, apoyo psicológico y actividades que
permitan a los estudiantes enfrentarse a sus miedos. Es fundamental abordar estos problemas para
establecer un entorno de aprendizaje de EFL eficaz y positivo.
Palabras clave: miedo, emoción, Estudiantes de EFL, errores
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
lengua extranjera. El método mixto recogió datos de 19 participantes que ofrecieron sus servicios
a través de encuestas, entrevistas y observaciones en el aula. Los resultados indican que los
miedos más comunes que un estudiante puede experimentar a través de la adquisición del idioma
son el miedo a cometer errores, el miedo a una evaluación negativa y el miedo a hablar en público,
estas barreras para crear una comunicación eficaz mediante el uso del inglés. Estos temores
conducen a niveles más bajos de confianza en sí mismos y de participación. El estudio destaca la
importancia de aplicar métodos de enseñanza inclusivos, apoyo psicológico y actividades que
permitan a los estudiantes enfrentarse a sus miedos. Es fundamental abordar estos problemas para
establecer un entorno de aprendizaje de EFL eficaz y positivo.
Palabras clave: miedo, emoción, Estudiantes de EFL, errores
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 575
INTRODUCTION
Learning a foreign language is shaped by various factors, including methodologies,
emotions, and beliefs (Santos et al., 2020). Among these, emotions play a crucial role, with fear
being particularly prevalent among EFL (English as a Foreign Language) learners. Fakhruddin
(2022) identified fear as a common emotion in language learning, stemming from factors such as
fear of making mistakes, lack of confidence, or negative perceptions about the new language. This
fear often manifests as reluctance to engage in classroom interactions, driven by a desire to avoid
errors and conceal vulnerabilities in front of peers. Zain et al. (2023) claimed that fear acts as a
significant barrier, diminishing students’ interest and enthusiasm for language learning.
Language is the cornerstone of human communication, enabling the exchange of ideas,
thoughts, and emotions. With countless languages worldwide, English has emerged as a global
lingua franca. It is widely spoken as a second or foreign language and has become integral to
various fields, including science, aviation, tourism, technology, and education. Mastery of
English enhances employability and offers global opportunities (Ilyosovna, 2020) . However,
fluency requires not only linguistic skills but also a genuine interest in learning the language.
In Ecuador, the government has made significant efforts to improve English education.
Initiatives like the "English for All" project and the "It’s Time to Teach English" campaign sought
to enhance teacher training and evaluate pedagogical methodologies. These initiatives highlighted
the need for Ecuadorian teachers to achieve a B2 level of proficiency. Despite these efforts, many
teachers remain at a basic level, which hampers students' ability to acquire necessary language
skills. The government’s attempt to introduce English as a primary language in schools has faced
challenges, including inconsistent implementation and insufficient institutional support
(Ledesma, 2024). Nonetheless, the global significance of English underscores the importance of
strengthening teacher competencies and fostering a more robust foundation for students.
Fear is a persistent challenge in foreign language learning, as students grapple with
abandoning the familiar structure of their native tongue for a new linguistic framework. These
emotions often result in barriers to learning and engagement. Daud et al. (2022) found that this
fear, observed across diverse cultural contexts such as Iraq, Malaysia, and Japan, restricts
students' ability to develop essential language skills. Similarly, novice teachers, whether native or
non-native speakers, often experience fear when teaching a foreign language (Gannoun & Deris,
2023). This highlights the widespread nature of this emotion in the language learning and teaching
process. Addressing this issue requires a deeper understanding of the causes of fear and its impact
on both students and educators.
For that reason, this research aims to explore the underlying causes of fear in foreign
language learners and its implications for language acquisition and teaching. By identifying
specific triggers of fear and anxiety, the study seeks to propose innovative solutions to improve
INTRODUCTION
Learning a foreign language is shaped by various factors, including methodologies,
emotions, and beliefs (Santos et al., 2020). Among these, emotions play a crucial role, with fear
being particularly prevalent among EFL (English as a Foreign Language) learners. Fakhruddin
(2022) identified fear as a common emotion in language learning, stemming from factors such as
fear of making mistakes, lack of confidence, or negative perceptions about the new language. This
fear often manifests as reluctance to engage in classroom interactions, driven by a desire to avoid
errors and conceal vulnerabilities in front of peers. Zain et al. (2023) claimed that fear acts as a
significant barrier, diminishing students’ interest and enthusiasm for language learning.
Language is the cornerstone of human communication, enabling the exchange of ideas,
thoughts, and emotions. With countless languages worldwide, English has emerged as a global
lingua franca. It is widely spoken as a second or foreign language and has become integral to
various fields, including science, aviation, tourism, technology, and education. Mastery of
English enhances employability and offers global opportunities (Ilyosovna, 2020) . However,
fluency requires not only linguistic skills but also a genuine interest in learning the language.
In Ecuador, the government has made significant efforts to improve English education.
Initiatives like the "English for All" project and the "It’s Time to Teach English" campaign sought
to enhance teacher training and evaluate pedagogical methodologies. These initiatives highlighted
the need for Ecuadorian teachers to achieve a B2 level of proficiency. Despite these efforts, many
teachers remain at a basic level, which hampers students' ability to acquire necessary language
skills. The government’s attempt to introduce English as a primary language in schools has faced
challenges, including inconsistent implementation and insufficient institutional support
(Ledesma, 2024). Nonetheless, the global significance of English underscores the importance of
strengthening teacher competencies and fostering a more robust foundation for students.
Fear is a persistent challenge in foreign language learning, as students grapple with
abandoning the familiar structure of their native tongue for a new linguistic framework. These
emotions often result in barriers to learning and engagement. Daud et al. (2022) found that this
fear, observed across diverse cultural contexts such as Iraq, Malaysia, and Japan, restricts
students' ability to develop essential language skills. Similarly, novice teachers, whether native or
non-native speakers, often experience fear when teaching a foreign language (Gannoun & Deris,
2023). This highlights the widespread nature of this emotion in the language learning and teaching
process. Addressing this issue requires a deeper understanding of the causes of fear and its impact
on both students and educators.
For that reason, this research aims to explore the underlying causes of fear in foreign
language learners and its implications for language acquisition and teaching. By identifying
specific triggers of fear and anxiety, the study seeks to propose innovative solutions to improve
Vol. 12/ Núm. 1 2025 pág. 576
current teaching methods and learning experiences. The research questions guiding this study are:
1) What are the main causes of fear in foreign language learning? and 2) How does fear affect
students' ability to communicate in a foreign language? By addressing these questions, this
research hopes to contribute to the development of improved methodologies that cater to the
diverse needs of language learners, creating a more inclusive and effective educational
framework.
Literature Review
Fear
Fear is an unpleasant emotion or thought that we have when we are frightened or worried
by something dangerous, painful, or bad that is happening or might happen. (Cambridge, 2024).
It is a basic emotion that each human contains and has experienced in different ways, being a
physiological response, we show from the moment we are born as it is a very important factor for
survival. (Martin-Vivar, 2023). It is caused by the perception of a danger, future, past, present,
real or inanimate. Fear is one of the main emotions that comes from the sensation of risk or threat,
and terror is the maximum expression of fear and anxiety that comes from the fear of the future.
According to the behavioral concept fear is something that has been learned and the concept
of deep psychology is a conflict that remains unfinished. Also, it is an emotion of survival that
allows one to respond and think quickly to hostile situations (Gómez, 1993). Physically fear is a
defense mechanism that stimulates changes in the body when it feels it. As fear is present in the
body the person begins to create adrenaline showing skin of a pale color, where the blood is forced
to flow quickly to all the muscles of the body generating a great energy in the human organism
where the person has the strength to face threats or pressures of life. It is mostly for self-defense
because the human being tries to predict things or scenarios that cause him a possible pain and
help him to have a strategic behavior and make decisions in a subjective way of unknown but
probable situations. (Dodhy, 2017)
There is a small relationship between fear and anxiety. Fear is the liberator of anxiety where
the person is forced to choose between two alternatives in which if one is chosen the other is
automatically eliminated, being the first approach that is given in an attractive and comfortable
position, on the other hand, avoidance occurs in an opposite or unpleasant position (Reyes et al.,
2017).
Fear in EFL
Teaching a foreign language by a novice teacher, whether native or not, feels fear and
anxiety when he begins to teach in the classroom. Anxiety within the language is the fear that
occurs when a student is learning a foreign language. The fear that the student generates is to
doubt whether he will understand the language or if the performance shown is sufficient. Anxiety
is one of the main causes of fear in language learning, on the one hand, fear and anxiety can
sometimes be useful because the student is seen in competition with his peers who do not want to
current teaching methods and learning experiences. The research questions guiding this study are:
1) What are the main causes of fear in foreign language learning? and 2) How does fear affect
students' ability to communicate in a foreign language? By addressing these questions, this
research hopes to contribute to the development of improved methodologies that cater to the
diverse needs of language learners, creating a more inclusive and effective educational
framework.
Literature Review
Fear
Fear is an unpleasant emotion or thought that we have when we are frightened or worried
by something dangerous, painful, or bad that is happening or might happen. (Cambridge, 2024).
It is a basic emotion that each human contains and has experienced in different ways, being a
physiological response, we show from the moment we are born as it is a very important factor for
survival. (Martin-Vivar, 2023). It is caused by the perception of a danger, future, past, present,
real or inanimate. Fear is one of the main emotions that comes from the sensation of risk or threat,
and terror is the maximum expression of fear and anxiety that comes from the fear of the future.
According to the behavioral concept fear is something that has been learned and the concept
of deep psychology is a conflict that remains unfinished. Also, it is an emotion of survival that
allows one to respond and think quickly to hostile situations (Gómez, 1993). Physically fear is a
defense mechanism that stimulates changes in the body when it feels it. As fear is present in the
body the person begins to create adrenaline showing skin of a pale color, where the blood is forced
to flow quickly to all the muscles of the body generating a great energy in the human organism
where the person has the strength to face threats or pressures of life. It is mostly for self-defense
because the human being tries to predict things or scenarios that cause him a possible pain and
help him to have a strategic behavior and make decisions in a subjective way of unknown but
probable situations. (Dodhy, 2017)
There is a small relationship between fear and anxiety. Fear is the liberator of anxiety where
the person is forced to choose between two alternatives in which if one is chosen the other is
automatically eliminated, being the first approach that is given in an attractive and comfortable
position, on the other hand, avoidance occurs in an opposite or unpleasant position (Reyes et al.,
2017).
Fear in EFL
Teaching a foreign language by a novice teacher, whether native or not, feels fear and
anxiety when he begins to teach in the classroom. Anxiety within the language is the fear that
occurs when a student is learning a foreign language. The fear that the student generates is to
doubt whether he will understand the language or if the performance shown is sufficient. Anxiety
is one of the main causes of fear in language learning, on the one hand, fear and anxiety can
sometimes be useful because the student is seen in competition with his peers who do not want to
Vol. 12/ Núm. 1 2025 pág. 577
stay at the end and manage to improve in the language he is learning, but fear is formed by
negative emotions such as discomfort, doubt, frustration, tension, being an effective cause that
obstructs the learning process (Hu & Wang, 2014).
Students feel fear mostly in the language class towards communication and participation
during classes, regardless of whether students are already skilled in the language, they still feel
that fear along with anxiety when speaking in the target language. Moreover, students create
psychological barriers that prevent them from both using and acquiring the foreign language. On
the other hand, language-related activities can create fear among students depending on their
difficulty, whether it is at the time of speaking or waiting for their turn to speak, because fear only
creates more fear, causing the student to perform poorly in the educational field (Rahmat, 2020).
Luo (2018) established seven variables or causes that students consider to be the cause of fear.
These are age, motivation, perception, difficulty of the foreign language, self-realization, ability
to learn the self-taught language, expectation of the language class, and perception of the
importance of the foreign language.
Fear about the foreign language where people mostly do not feel competent at all to handle
it, that is, they feel fear about the situation which can be a whole unknown world. Three varieties
of this type of anxiety can be found: when the student does not have sufficient skills for mature
communication, when the student feels that there is a possibility of failing to produce a positive
social impression, Finally, fear about the tests or fear of failure to achieve what was expected
(Workie, 2020).
The major causes of fear in students during the oral communication of a foreign language
affecting fluency. Several possible factors cause fear in students such as lack of vocabulary that
prevents the student to respond adequately something within the classroom classes due to the
short time given by the teacher when answering the question asked, another serious factor is the
timidity and fear of expressing your knowledge and in a way receive a negative response that
makes you speak inaccurately, not only the student being the only one who can stimulate that
feeling but the environment where he is and people around him (teacher, colleagues) Fear of
negative or mocking comments when communicating because the student seeks approval from
the people they meet (Vargas & Méndez, 2023).
Fears within the education system are seen as barriers or difficulties that students encounter
while learning a foreign language. Within language learning, the most common is the fear of
making mistakes, comparing students to fear of failure where within this fear can affect self-
confidence, causing negative emotions such as frustration and anger. Furthermore, in the ability
where most fear of making mistakes is at the time of speaking, hindering the production of
language. Within this fear are other causes of fear during foreign language learning such as the
fear of evaluation, anxiety produced by a possible failure to show skills in an unknown language,
stay at the end and manage to improve in the language he is learning, but fear is formed by
negative emotions such as discomfort, doubt, frustration, tension, being an effective cause that
obstructs the learning process (Hu & Wang, 2014).
Students feel fear mostly in the language class towards communication and participation
during classes, regardless of whether students are already skilled in the language, they still feel
that fear along with anxiety when speaking in the target language. Moreover, students create
psychological barriers that prevent them from both using and acquiring the foreign language. On
the other hand, language-related activities can create fear among students depending on their
difficulty, whether it is at the time of speaking or waiting for their turn to speak, because fear only
creates more fear, causing the student to perform poorly in the educational field (Rahmat, 2020).
Luo (2018) established seven variables or causes that students consider to be the cause of fear.
These are age, motivation, perception, difficulty of the foreign language, self-realization, ability
to learn the self-taught language, expectation of the language class, and perception of the
importance of the foreign language.
Fear about the foreign language where people mostly do not feel competent at all to handle
it, that is, they feel fear about the situation which can be a whole unknown world. Three varieties
of this type of anxiety can be found: when the student does not have sufficient skills for mature
communication, when the student feels that there is a possibility of failing to produce a positive
social impression, Finally, fear about the tests or fear of failure to achieve what was expected
(Workie, 2020).
The major causes of fear in students during the oral communication of a foreign language
affecting fluency. Several possible factors cause fear in students such as lack of vocabulary that
prevents the student to respond adequately something within the classroom classes due to the
short time given by the teacher when answering the question asked, another serious factor is the
timidity and fear of expressing your knowledge and in a way receive a negative response that
makes you speak inaccurately, not only the student being the only one who can stimulate that
feeling but the environment where he is and people around him (teacher, colleagues) Fear of
negative or mocking comments when communicating because the student seeks approval from
the people they meet (Vargas & Méndez, 2023).
Fears within the education system are seen as barriers or difficulties that students encounter
while learning a foreign language. Within language learning, the most common is the fear of
making mistakes, comparing students to fear of failure where within this fear can affect self-
confidence, causing negative emotions such as frustration and anger. Furthermore, in the ability
where most fear of making mistakes is at the time of speaking, hindering the production of
language. Within this fear are other causes of fear during foreign language learning such as the
fear of evaluation, anxiety produced by a possible failure to show skills in an unknown language,
Vol. 12/ Núm. 1 2025 pág. 578
and negative evaluation, these being both internal and external factors which influence the
learning of a foreign language (Salihoğlu, 2024).
Segovia (2021) conducted a study with students from the Lima Institute of Higher
Education in learning English as a foreign language, showing that students feel fear and anxiety
for three main reasons. The first is for the examinations, students always feel pressured during
their study for the examinations, and the main fear is the results of the examination, since this
result influences their future in a negative way which causes frustration at the same time. The
second cause is the negative evaluation of the peers, on the basis that the students at all times are
compared and feel third in competition with the other students causing anxiety to improve at all
times and not stay behind. The third cause is fear of not being able to communicate in the foreign
language that you have already been taught.
According to a study of second-year university students at the Begemidir School of Teacher
Education in Ethiopia revealed that students have negative experiences about speaking skills
within the language classroom. Students experience anxiety as a barrier to speaking in English,
and the students form negative ideas that lead to not trying or finding other ways to understand
the language. One of the conclusions reached is that apart from the student the teacher has the
power to eliminate this anxiety within the students and create a motivation in class by teaching
English in a way that shows that the teacher handles the language and being patient during the
course, In addition, it was concluded that there must be continuous participation during the class
to develop their speaking ability being one of the fastest ways to learn a language and teach
without prejudice to create a warm and friendly environment for language development (Workie,
2020).
Daud et al. (2022) carried out a study in which Chinese students in English-speaking classes
were asked about the causes of fear in foreign languages. The study analyzed that students feel
influenced by fear in the English-speaking class, and because of this, they have obtained negative
results for the lack of communication that this emotion causes. Besides, it is divided into 3
sections as they handle the fear within each. In communicative apprehension, students feel more
comfortable when they have native speakers in their English-speaking classes and conclude that
they do not use much of the language learned for fear of ridicule. In fear of an educational
evaluation, participants show a low level of self-confidence, which prevents them from using the
language to communicate in class because they think they will always be judged on their
performance during the class. The anxiety test shows that participants show concern and emotion.
Worry involves negative self-evaluations, negative thoughts that are very common in classes, and
your inner feelings. On the other hand, the emotion shows a reaction based on the nervous system
which is more physical where the student may present nausea, dizziness, sweaty palms, etc. The
majority of participants agreed that they experience at least one of these reactions when
communicating in a foreign language, which complicates their use.
and negative evaluation, these being both internal and external factors which influence the
learning of a foreign language (Salihoğlu, 2024).
Segovia (2021) conducted a study with students from the Lima Institute of Higher
Education in learning English as a foreign language, showing that students feel fear and anxiety
for three main reasons. The first is for the examinations, students always feel pressured during
their study for the examinations, and the main fear is the results of the examination, since this
result influences their future in a negative way which causes frustration at the same time. The
second cause is the negative evaluation of the peers, on the basis that the students at all times are
compared and feel third in competition with the other students causing anxiety to improve at all
times and not stay behind. The third cause is fear of not being able to communicate in the foreign
language that you have already been taught.
According to a study of second-year university students at the Begemidir School of Teacher
Education in Ethiopia revealed that students have negative experiences about speaking skills
within the language classroom. Students experience anxiety as a barrier to speaking in English,
and the students form negative ideas that lead to not trying or finding other ways to understand
the language. One of the conclusions reached is that apart from the student the teacher has the
power to eliminate this anxiety within the students and create a motivation in class by teaching
English in a way that shows that the teacher handles the language and being patient during the
course, In addition, it was concluded that there must be continuous participation during the class
to develop their speaking ability being one of the fastest ways to learn a language and teach
without prejudice to create a warm and friendly environment for language development (Workie,
2020).
Daud et al. (2022) carried out a study in which Chinese students in English-speaking classes
were asked about the causes of fear in foreign languages. The study analyzed that students feel
influenced by fear in the English-speaking class, and because of this, they have obtained negative
results for the lack of communication that this emotion causes. Besides, it is divided into 3
sections as they handle the fear within each. In communicative apprehension, students feel more
comfortable when they have native speakers in their English-speaking classes and conclude that
they do not use much of the language learned for fear of ridicule. In fear of an educational
evaluation, participants show a low level of self-confidence, which prevents them from using the
language to communicate in class because they think they will always be judged on their
performance during the class. The anxiety test shows that participants show concern and emotion.
Worry involves negative self-evaluations, negative thoughts that are very common in classes, and
your inner feelings. On the other hand, the emotion shows a reaction based on the nervous system
which is more physical where the student may present nausea, dizziness, sweaty palms, etc. The
majority of participants agreed that they experience at least one of these reactions when
communicating in a foreign language, which complicates their use.
Vol. 12/ Núm. 1 2025 pág. 579
METHODOLOGY
Method
This mixed method study (Tashakkori & Creswell, 2007) was divided into three parts, the
first part was the elaboration and application of a questionnaire from which quantitative data about
the causes of fear in language learning were collected. The qualitative data was divided in two,
by observation and an interview with the participants that were obtained by the quantitative data
of the first part, allowing to know deeply in which skill the students feel fear at the moment of
communicating.
Context and Participants
This study was carried out in a public university in Ecuador, located in the province of Los
Ríos. The research was carried out towards pre-service English teachers and consisted of 19
participants, 15 women and four men, with previous studies of the English language between two
and five years old, who are doing their practicum. On the other hand, three participants were
selected for the qualitative method based on their first observation in the classroom and the
challenges they presented when communicating in a foreign language.
Data Collection Instruments
Survey
Developed with a four-point framework (1 totally agree, 2 agree, 3 disagree, 4 totally
disagree), consists of 22 questions sent through Google forms in the Spanish language being the
mother tongue of the participants and are divided into the different skills to learn a foreign
language: speaking, listening, reading and writing, Age, gender, and time spent learning English
are considered. This type of managed format allowed for quantitative analysis of data on fear in
communication skills.
Interview
Semi-structured interviews were used for a detailed analysis of the survey presented to
participants. The interviews included five primary and follow-up questions, which lasted
approximately five minutes. The questions were related to fear and anxiety when expressing or
communicating within the classroom by oral ability, how students feel when speaking a foreign
language, managing their fears in front of other people, the limitations or barriers that students
place upon themselves to participate, providing information about fear and its causes based on
participants' experiences.
Classroom Observation
A checklist was made for the observation of the 3 participants who were chosen previously
and applied it during their presentations and oral interventions where it is taken into account, body
language (before, during and after their class participation), fluency in speaking another language,
precision of vocabulary use, and fear indicators (rapid speech, tone of voice, and tension). In
METHODOLOGY
Method
This mixed method study (Tashakkori & Creswell, 2007) was divided into three parts, the
first part was the elaboration and application of a questionnaire from which quantitative data about
the causes of fear in language learning were collected. The qualitative data was divided in two,
by observation and an interview with the participants that were obtained by the quantitative data
of the first part, allowing to know deeply in which skill the students feel fear at the moment of
communicating.
Context and Participants
This study was carried out in a public university in Ecuador, located in the province of Los
Ríos. The research was carried out towards pre-service English teachers and consisted of 19
participants, 15 women and four men, with previous studies of the English language between two
and five years old, who are doing their practicum. On the other hand, three participants were
selected for the qualitative method based on their first observation in the classroom and the
challenges they presented when communicating in a foreign language.
Data Collection Instruments
Survey
Developed with a four-point framework (1 totally agree, 2 agree, 3 disagree, 4 totally
disagree), consists of 22 questions sent through Google forms in the Spanish language being the
mother tongue of the participants and are divided into the different skills to learn a foreign
language: speaking, listening, reading and writing, Age, gender, and time spent learning English
are considered. This type of managed format allowed for quantitative analysis of data on fear in
communication skills.
Interview
Semi-structured interviews were used for a detailed analysis of the survey presented to
participants. The interviews included five primary and follow-up questions, which lasted
approximately five minutes. The questions were related to fear and anxiety when expressing or
communicating within the classroom by oral ability, how students feel when speaking a foreign
language, managing their fears in front of other people, the limitations or barriers that students
place upon themselves to participate, providing information about fear and its causes based on
participants' experiences.
Classroom Observation
A checklist was made for the observation of the 3 participants who were chosen previously
and applied it during their presentations and oral interventions where it is taken into account, body
language (before, during and after their class participation), fluency in speaking another language,
precision of vocabulary use, and fear indicators (rapid speech, tone of voice, and tension). In
Vol. 12/ Núm. 1 2025 pág. 580
addition, comments were added to each participant regarding their ways of demonstrating fear
when they speak, the same comments that helped identify the different causes of fear.
Data Analysis
Quantitative Data
The analysis was done using the statistical program SPSS 25. res et al. (2020) mentioned
that SPSS software is one of the most widely used worldwide for qualitative research in the
research disciplines, allowing the organization and examination of data related to the research
topics, Enhancing the collection and interpretation of the analysis of the data provided.
Descriptive statistics, including means, standard deviations, and frequencies, were calculated to
summarize the causes of fear in participants and the reasons that cause it.
Qualitative Data
This analysis followed the grounded theory procedures. Grounded theory is a method of
investigation that enables the generation of theory from data, it is used extensively to discover
aspects such as social processes (social relations and group behaviors). Moreover, the grounded
theory is based on strategies with an inductive approach to data analysis where they offer
information, improve understanding, and give a guide for action (Noble & Mitchell, 2016). After
the data analysis based on the Grounded theory, the data were transcribed and analyzed to find
connections between them, allowing to identify the causes of fear more accurately and with their
respective foundations put into practice.
Ethical Considerations
Ethics is a systematic method for understanding, examining, and differentiating aspects of
good and evil, negative and positive, related to well-being and interactions between conscious
individuals. Ethical decisions are implemented through theories, methods and formal norms of
behavior, similar to those implemented in work and religious areas (Rich, 2010). This study
followed the procedures of ethical considerations (Mirza et al., 2023). The research was carried
out with participants who agreed on the objective of the study and each procedure. Participants
received the information necessary for their voluntary participation. Moreover, participants were
given and signed a letter of consent in which they demonstrated their understanding about the
study and their voluntary participation. All data collected was kept private and used only for study
purposes with the respective pseudonyms of each participant to ensure their privacy.
RESULTS AND DISCUSSION
Quantitative Data
To address the purpose of the study, which seeks to identify the causes of fear in foreign
language learners and its implications for language acquisition and teaching. The questionnaire
focuses on four categories (speaking, listening, writing, understanding) of communication, each
addition, comments were added to each participant regarding their ways of demonstrating fear
when they speak, the same comments that helped identify the different causes of fear.
Data Analysis
Quantitative Data
The analysis was done using the statistical program SPSS 25. res et al. (2020) mentioned
that SPSS software is one of the most widely used worldwide for qualitative research in the
research disciplines, allowing the organization and examination of data related to the research
topics, Enhancing the collection and interpretation of the analysis of the data provided.
Descriptive statistics, including means, standard deviations, and frequencies, were calculated to
summarize the causes of fear in participants and the reasons that cause it.
Qualitative Data
This analysis followed the grounded theory procedures. Grounded theory is a method of
investigation that enables the generation of theory from data, it is used extensively to discover
aspects such as social processes (social relations and group behaviors). Moreover, the grounded
theory is based on strategies with an inductive approach to data analysis where they offer
information, improve understanding, and give a guide for action (Noble & Mitchell, 2016). After
the data analysis based on the Grounded theory, the data were transcribed and analyzed to find
connections between them, allowing to identify the causes of fear more accurately and with their
respective foundations put into practice.
Ethical Considerations
Ethics is a systematic method for understanding, examining, and differentiating aspects of
good and evil, negative and positive, related to well-being and interactions between conscious
individuals. Ethical decisions are implemented through theories, methods and formal norms of
behavior, similar to those implemented in work and religious areas (Rich, 2010). This study
followed the procedures of ethical considerations (Mirza et al., 2023). The research was carried
out with participants who agreed on the objective of the study and each procedure. Participants
received the information necessary for their voluntary participation. Moreover, participants were
given and signed a letter of consent in which they demonstrated their understanding about the
study and their voluntary participation. All data collected was kept private and used only for study
purposes with the respective pseudonyms of each participant to ensure their privacy.
RESULTS AND DISCUSSION
Quantitative Data
To address the purpose of the study, which seeks to identify the causes of fear in foreign
language learners and its implications for language acquisition and teaching. The questionnaire
focuses on four categories (speaking, listening, writing, understanding) of communication, each
Vol. 12/ Núm. 1 2025 pág. 581
category has its own statements. The responses were measured using a Likert scale consisting of
four levels (1 = disagreement - 4 = agreement).
According to Table 1, the responses given by participants show that fear of speaking is the
most common among other communication skills and it is where the causes of such fears can be
obtained. Specifically, 42.1% were in total agreement with the statement: "I feel anxious when I
have to speak in English in front of my colleagues". 52.6% were totally in agreement with the
statement: "I avoid speaking English because I am afraid to make mistakes". 47.4% were in total
agreement with the statement: I get nervous when speaking English with native speakers. 57.9%
agreed with the statement: I feel ashamed when my pronunciation is incorrect while speaking
English. 42.1% were in total agreement with the statement: I hesitate to speak English during
class discussions because I fear being judged. 52.6% were in total agreement with the statement:
I feel nervous when the teacher asks me a question in English. 36.8% disagreed with the
statement: I’m worried they’ll laugh at me for my English accent.
Table 1
Fear of Speaking
Based on Table 2, the responses given by participants about the fear of writing resulted in
47.4% agreeing with the statement: I feel overwhelmed when I have to write an essay or article
in English. 52.6% were in agreement with the statement: I worry about making grammatical
mistakes in my English writing. 36.8% disagreed with the statement: I avoid writing in English
because I’m afraid of being criticized. 42.1% agreed with the statement: I feel nervous when asked
to write a letter or formal document in English. 52.6% were in total agreement with the statement:
I’m afraid my English vocabulary is too limited to be expressed effectively in writing.
category has its own statements. The responses were measured using a Likert scale consisting of
four levels (1 = disagreement - 4 = agreement).
According to Table 1, the responses given by participants show that fear of speaking is the
most common among other communication skills and it is where the causes of such fears can be
obtained. Specifically, 42.1% were in total agreement with the statement: "I feel anxious when I
have to speak in English in front of my colleagues". 52.6% were totally in agreement with the
statement: "I avoid speaking English because I am afraid to make mistakes". 47.4% were in total
agreement with the statement: I get nervous when speaking English with native speakers. 57.9%
agreed with the statement: I feel ashamed when my pronunciation is incorrect while speaking
English. 42.1% were in total agreement with the statement: I hesitate to speak English during
class discussions because I fear being judged. 52.6% were in total agreement with the statement:
I feel nervous when the teacher asks me a question in English. 36.8% disagreed with the
statement: I’m worried they’ll laugh at me for my English accent.
Table 1
Fear of Speaking
Based on Table 2, the responses given by participants about the fear of writing resulted in
47.4% agreeing with the statement: I feel overwhelmed when I have to write an essay or article
in English. 52.6% were in agreement with the statement: I worry about making grammatical
mistakes in my English writing. 36.8% disagreed with the statement: I avoid writing in English
because I’m afraid of being criticized. 42.1% agreed with the statement: I feel nervous when asked
to write a letter or formal document in English. 52.6% were in total agreement with the statement:
I’m afraid my English vocabulary is too limited to be expressed effectively in writing.
Vol. 12/ Núm. 1 2025 pág. 582
Table 2
Fear of Writing
As observed in Table 3, the responses given by participants about fear of hearing resulted
in 42.1% being totally in agreement with the statement: I feel anxious when I have to hear
someone speak English quickly. 47.4% agreed: I’m afraid I won’t understand what someone is
saying when they speak English. 57.9% disagreed with the statement: I get nervous when I listen
to audio materials in English (for example, podcasts, lectures). 52.6% agreed with the statement:
I am afraid key points are overlooked when listening to English speakers during conversations.
42.1% disagreed and agreed with the statement: I feel uncomfortable when I have to listen to
group discussions in English.
Table 3
Fear of hearing
According to Table 4, the responses given by participants about fear of understanding
resulted in 63.2% agreeing with the statement: I feel anxious when I read long texts in English
because I may not understand them. 57.9% agreed: I am concerned about misunderstandings
about important information in English exams or tests. 47.4% agreed with the statement: I’m
afraid I can’t follow instructions written in English. 47.4% agreed with the statement: I am
frustrated when I find unfamiliar vocabulary in English texts. 36.8% agreed with the statement: I
get nervous when I try to understand complex ideas or abstract concepts in English.
Table 2
Fear of Writing
As observed in Table 3, the responses given by participants about fear of hearing resulted
in 42.1% being totally in agreement with the statement: I feel anxious when I have to hear
someone speak English quickly. 47.4% agreed: I’m afraid I won’t understand what someone is
saying when they speak English. 57.9% disagreed with the statement: I get nervous when I listen
to audio materials in English (for example, podcasts, lectures). 52.6% agreed with the statement:
I am afraid key points are overlooked when listening to English speakers during conversations.
42.1% disagreed and agreed with the statement: I feel uncomfortable when I have to listen to
group discussions in English.
Table 3
Fear of hearing
According to Table 4, the responses given by participants about fear of understanding
resulted in 63.2% agreeing with the statement: I feel anxious when I read long texts in English
because I may not understand them. 57.9% agreed: I am concerned about misunderstandings
about important information in English exams or tests. 47.4% agreed with the statement: I’m
afraid I can’t follow instructions written in English. 47.4% agreed with the statement: I am
frustrated when I find unfamiliar vocabulary in English texts. 36.8% agreed with the statement: I
get nervous when I try to understand complex ideas or abstract concepts in English.
Vol. 12/ Núm. 1 2025 pág. 583
Table 4
Fear of Understanding
Qualitative Data
Fear affects students' ability to communicate in a foreign language because it hinders their
class participation. During the observation, we could notice that these students did not participate
actively in class, leading them to a low grade of class performance. In the following part, we
identify the most common fears that students experience in class.
Fear of making mistakes
The fear of making mistakes was the most recurrent among the participants because all
three showed insecurities when speaking in English to not receive any kind of negative response,
This is the most common in previous events when an error was made. According to Salihoğlu
(2024), the fear of making mistakes in language learning is a limiting condition that decreases
levels of self-confidence because if you make a mistake, you can provoke negative feelings such
as stress, depression, and anger. Moreover, this fear affects the ability to speak, producing
difficulties during the production of language.
Participant responses (interviews) illustrate this concern clearly. Karla admitted, “I don’t
feel confident yet to do that,” highlighting her hesitation to engage in spoken English. Similarly,
Mauricio described how fear affects cognitive processing, stating, “The mind is blocked because
there is no confidence to commit them at all.” Judeline reinforced this anxiety, explaining, “I’m
afraid to make mistakes and feel judged.” These statements reflect how the anticipation of errors
generates a psychological barrier, reinforcing insecurity and limiting effective communication.
The fear of making mistakes shows students in their most vulnerable form because by
observation, if a student makes a mistake, he is afraid to make it again which does not allow him
to communicate at all, changing his way of moving, his pauses for the mistake made (hum, ham),
and his lack of confidence to continue speaking in front of his audience.
Fear of negative validation
Two of the three participants showed that the fear of being evaluated negatively by their
peers or teachers has a great influence when learning a foreign language and any activity related
Table 4
Fear of Understanding
Qualitative Data
Fear affects students' ability to communicate in a foreign language because it hinders their
class participation. During the observation, we could notice that these students did not participate
actively in class, leading them to a low grade of class performance. In the following part, we
identify the most common fears that students experience in class.
Fear of making mistakes
The fear of making mistakes was the most recurrent among the participants because all
three showed insecurities when speaking in English to not receive any kind of negative response,
This is the most common in previous events when an error was made. According to Salihoğlu
(2024), the fear of making mistakes in language learning is a limiting condition that decreases
levels of self-confidence because if you make a mistake, you can provoke negative feelings such
as stress, depression, and anger. Moreover, this fear affects the ability to speak, producing
difficulties during the production of language.
Participant responses (interviews) illustrate this concern clearly. Karla admitted, “I don’t
feel confident yet to do that,” highlighting her hesitation to engage in spoken English. Similarly,
Mauricio described how fear affects cognitive processing, stating, “The mind is blocked because
there is no confidence to commit them at all.” Judeline reinforced this anxiety, explaining, “I’m
afraid to make mistakes and feel judged.” These statements reflect how the anticipation of errors
generates a psychological barrier, reinforcing insecurity and limiting effective communication.
The fear of making mistakes shows students in their most vulnerable form because by
observation, if a student makes a mistake, he is afraid to make it again which does not allow him
to communicate at all, changing his way of moving, his pauses for the mistake made (hum, ham),
and his lack of confidence to continue speaking in front of his audience.
Fear of negative validation
Two of the three participants showed that the fear of being evaluated negatively by their
peers or teachers has a great influence when learning a foreign language and any activity related
Vol. 12/ Núm. 1 2025 pág. 584
to it. Daud et al. (2022) defines the fear of a negative validation as the feeling of being judged or
valued negatively by other people, such as the anxiety or uncertainty, on the other hand, within
education the fear of negative evaluation is a challenge because it can eliminate students'
expectations at the moment of communicating contributing to the sense of anxiety, Preventing
active participation in the classroom and repressing speech performance, this strategy being the
most useful for learning a foreign language.
Participants' responses (interviews) further illustrate this challenge. Karla expressed how
self-consciousness prevents her from participating, stating, “I’m ashamed, I don’t feel confident
yet to do that. I’m too ashamed because, in some parts, I know how my colleagues are.” Similarly,
Judeline highlighted her concern about how others perceive her mistakes, explaining, “It is
shameful and frightening to be seen in a bad way for having said something wrong or
mispronounced.” These statements reflect how the fear of negative evaluation can lead to
avoidance behaviors, reducing students’ willingness to engage in language learning activities and
ultimately hindering their progress in acquiring a foreign language.
The fear of negative validation shows that participants feel pressured by the thoughts of the
people around them in the classroom to show themselves as ignorant about what is being said at
the time. This fear is a limitation of their active participation and repressing interactions.
Fear of speaking in public
All the participants mentioned that they had experienced moments where they felt fear and
anxiety at the moment of feeling the glances on them and being the focus of attention in an instant
when it was their turn to speak, which proved difficult at the time of applying the foreign
language. One of the biggest fears a student feels is speaking, and more when speaking in public,
making it difficult to communicate. This may be due to a number of factors such as lack of
preparation, lack of practice, fear of being the center of attention, people around you, size of the
audience, some past events, or dissociation from memory. The fear of speaking in public is very
common among students because they do not feel confident enough to communicate in front of
an audience and feel comfortable, creating uncontrolled impulses that make them notice the little
comfort that the student feels (Workie, 2020).
Participants' responses (interviews) further illustrate these concerns. Karla expressed how
overwhelming the situation felt, stating, “I feel nervous and I feel like I’m intimidated by so many
looks and as if I repress myself.” Similarly, Mauricio highlighted how the added challenge of
speaking in a foreign language intensified his nervousness, explaining, “It gives me a little bit of
nervousness, and adding another language that is a little more complicated attacks me enough and
leaves me speechless.” Judeline also shared her anxiety about public perception, saying, “I’m
embarrassed because they will think that I pronounce my vocabulary wrong or I may have some
error when expressing myself to an audience.” These statements reflect how the fear of public
to it. Daud et al. (2022) defines the fear of a negative validation as the feeling of being judged or
valued negatively by other people, such as the anxiety or uncertainty, on the other hand, within
education the fear of negative evaluation is a challenge because it can eliminate students'
expectations at the moment of communicating contributing to the sense of anxiety, Preventing
active participation in the classroom and repressing speech performance, this strategy being the
most useful for learning a foreign language.
Participants' responses (interviews) further illustrate this challenge. Karla expressed how
self-consciousness prevents her from participating, stating, “I’m ashamed, I don’t feel confident
yet to do that. I’m too ashamed because, in some parts, I know how my colleagues are.” Similarly,
Judeline highlighted her concern about how others perceive her mistakes, explaining, “It is
shameful and frightening to be seen in a bad way for having said something wrong or
mispronounced.” These statements reflect how the fear of negative evaluation can lead to
avoidance behaviors, reducing students’ willingness to engage in language learning activities and
ultimately hindering their progress in acquiring a foreign language.
The fear of negative validation shows that participants feel pressured by the thoughts of the
people around them in the classroom to show themselves as ignorant about what is being said at
the time. This fear is a limitation of their active participation and repressing interactions.
Fear of speaking in public
All the participants mentioned that they had experienced moments where they felt fear and
anxiety at the moment of feeling the glances on them and being the focus of attention in an instant
when it was their turn to speak, which proved difficult at the time of applying the foreign
language. One of the biggest fears a student feels is speaking, and more when speaking in public,
making it difficult to communicate. This may be due to a number of factors such as lack of
preparation, lack of practice, fear of being the center of attention, people around you, size of the
audience, some past events, or dissociation from memory. The fear of speaking in public is very
common among students because they do not feel confident enough to communicate in front of
an audience and feel comfortable, creating uncontrolled impulses that make them notice the little
comfort that the student feels (Workie, 2020).
Participants' responses (interviews) further illustrate these concerns. Karla expressed how
overwhelming the situation felt, stating, “I feel nervous and I feel like I’m intimidated by so many
looks and as if I repress myself.” Similarly, Mauricio highlighted how the added challenge of
speaking in a foreign language intensified his nervousness, explaining, “It gives me a little bit of
nervousness, and adding another language that is a little more complicated attacks me enough and
leaves me speechless.” Judeline also shared her anxiety about public perception, saying, “I’m
embarrassed because they will think that I pronounce my vocabulary wrong or I may have some
error when expressing myself to an audience.” These statements reflect how the fear of public
Vol. 12/ Núm. 1 2025 pág. 585
speaking not only limits students' ability to express themselves but also heightens their self-
consciousness, ultimately hindering their confidence in using the foreign language.
The fear of speaking in public usually occurs when performing activities such as oral
presentations or exchanging ideas verbally with other peers. In addition, through their
observations they demonstrate this fear with their body language and tone of voice, feeling
uncomfortable to see many people exerting pressure by the gaze focused on the participant.
CONCLUSION
This study has shown that students' experiences learning English as a foreign language
(EFL) are significantly shaped by their fear. The results show that the main worries of pre-service
teachers are fear of speaking in front of an audience, fear of making mistakes, and fear of receiving
a poor grade. These anxieties frequently lead to avoidance behaviors, decreased engagement in
class, and impaired communication skills. Furthermore, outside influences like instructor
expectations, peer criticism, and bad language learning experiences exacerbate pupils'
psychological barriers.
The participants' most common fear, which had a major influence on their readiness to
speak in English, was the fear of making mistakes. Anticipating mistakes causes worry, self-
doubt, and a reluctance to participate in speaking activities, as prior research indicates. Students'
potential to become fluent is further limited when they refrain from taking chances with language
production out of fear of receiving unfavorable feedback from teachers and peers. One of the
biggest challenges was the fear of public speaking, as pupils expressed feeling overwhelmed and
intimidated when forced to use English in front of others. These worries make learning a foreign
language difficult, especially when paired with anxiety and low self-esteem.
It is crucial to use pedagogical techniques that promote a secure and encouraging learning
environment to solve these problems. Instructors must embrace student-centered approaches,
integrating exercises that promote involvement without worrying about criticism. Students can
gain confidence in their ability to use English by receiving positive feedback, encouraging group
projects, and incorporating communicative tactics. Schools should also concentrate on helping
students become emotionally resilient by providing them with direction and support to help them
deal with the anxiety that comes with learning a language.
Additionally, courses on psychological aspects of language acquisition should be
incorporated into teacher preparation programs. This will enable aspiring teachers to recognize
and address fear-related obstacles in the classroom. Reducing anxiety and fostering a more
interesting and successful language-learning experience can also be achieved by encouraging
students to embrace growth mindsets, which view errors as a necessary component of learning
rather than as failures.
speaking not only limits students' ability to express themselves but also heightens their self-
consciousness, ultimately hindering their confidence in using the foreign language.
The fear of speaking in public usually occurs when performing activities such as oral
presentations or exchanging ideas verbally with other peers. In addition, through their
observations they demonstrate this fear with their body language and tone of voice, feeling
uncomfortable to see many people exerting pressure by the gaze focused on the participant.
CONCLUSION
This study has shown that students' experiences learning English as a foreign language
(EFL) are significantly shaped by their fear. The results show that the main worries of pre-service
teachers are fear of speaking in front of an audience, fear of making mistakes, and fear of receiving
a poor grade. These anxieties frequently lead to avoidance behaviors, decreased engagement in
class, and impaired communication skills. Furthermore, outside influences like instructor
expectations, peer criticism, and bad language learning experiences exacerbate pupils'
psychological barriers.
The participants' most common fear, which had a major influence on their readiness to
speak in English, was the fear of making mistakes. Anticipating mistakes causes worry, self-
doubt, and a reluctance to participate in speaking activities, as prior research indicates. Students'
potential to become fluent is further limited when they refrain from taking chances with language
production out of fear of receiving unfavorable feedback from teachers and peers. One of the
biggest challenges was the fear of public speaking, as pupils expressed feeling overwhelmed and
intimidated when forced to use English in front of others. These worries make learning a foreign
language difficult, especially when paired with anxiety and low self-esteem.
It is crucial to use pedagogical techniques that promote a secure and encouraging learning
environment to solve these problems. Instructors must embrace student-centered approaches,
integrating exercises that promote involvement without worrying about criticism. Students can
gain confidence in their ability to use English by receiving positive feedback, encouraging group
projects, and incorporating communicative tactics. Schools should also concentrate on helping
students become emotionally resilient by providing them with direction and support to help them
deal with the anxiety that comes with learning a language.
Additionally, courses on psychological aspects of language acquisition should be
incorporated into teacher preparation programs. This will enable aspiring teachers to recognize
and address fear-related obstacles in the classroom. Reducing anxiety and fostering a more
interesting and successful language-learning experience can also be achieved by encouraging
students to embrace growth mindsets, which view errors as a necessary component of learning
rather than as failures.
Vol. 12/ Núm. 1 2025 pág. 586
In conclusion, the research shows that fear in English as a foreign language (EFL) students
is the result of various psychological, social and pedagogical factors, which significantly hinder
their ability to communicate verbally. These causes limit the active participation of students, an
essential element for effective language learning. Therefore, the importance of implementing
innovative methodologies that promote a safe and comfortable learning environment where
students can express themselves and participate without fear of being judged, thus facilitating
their communicative and academic development, is emphasized.
One limitation of this study is the scarcity of studies focusing on this topic within Ecuador.
This gap in the local academic literature constrains the depth of discussion and analysis possible,
as there are few existing studies or data sources to draw upon for a comprehensive comparison or
to validate findings. Consequently, this research primarily relies on generalized data and studies
conducted in contexts that may not fully represent the specific conditions and variables present in
Ecuador. This limitation highlights the need for increased scholarly attention to this area within
the region to enrich future research and understanding.
In conclusion, the research shows that fear in English as a foreign language (EFL) students
is the result of various psychological, social and pedagogical factors, which significantly hinder
their ability to communicate verbally. These causes limit the active participation of students, an
essential element for effective language learning. Therefore, the importance of implementing
innovative methodologies that promote a safe and comfortable learning environment where
students can express themselves and participate without fear of being judged, thus facilitating
their communicative and academic development, is emphasized.
One limitation of this study is the scarcity of studies focusing on this topic within Ecuador.
This gap in the local academic literature constrains the depth of discussion and analysis possible,
as there are few existing studies or data sources to draw upon for a comprehensive comparison or
to validate findings. Consequently, this research primarily relies on generalized data and studies
conducted in contexts that may not fully represent the specific conditions and variables present in
Ecuador. This limitation highlights the need for increased scholarly attention to this area within
the region to enrich future research and understanding.
Vol. 12/ Núm. 1 2025 pág. 587
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Daud, D., Hwa, C. P., Ahmad, H., How, H. E., Jincheng, Z., & Saidalvi, A. (2022). Exploring
The Causes of Fear of Foreign Language Learning. International Journal Of Academic
Research In Business And Social Sciences, 12(10). https://doi.org/10.6007/ijarbss/v12-
i10/15163
Dodhy, S. (2017). Fear—A Positive Potential: Classic Explanation and New Elucidation. New
Academia: An International Journal Of English Language, Literature And Literary
Theory.
https://www.researchgate.net/publication/319526188_Fear-
A_Positive_Potential_Classic_Explanation_And_New_Elucidation
Fakhruddin, S. S., Komarudin, N. E., Subramaniam, S. K., Alih, N. A. C., & Rahmat, N. H. (2022,
6 mayo). Social Learning Theory in Language Learning: Exploring the Fear for Foreign
Language Learning. https://hrmars.com/index.php/IJARBSS/article/view/13046/Social-
Learning-Theory-in-Language-Learning-Exploring-the-Fear-for-Foreign-Language-
Learning
Fear. (2025). https://dictionary.cambridge.org/dictionary/english/fear
Gannoun, H., & Deris, F. (2023). Teaching Anxiety in Foreign Language Classroom: A Review
of Literature – AWEJ. https://awej.org/teaching-anxiety-in-foreign-language-classroom-
a-review-of-literature/
Gómez, J. B. G. (1993). La psicología del miedo. Revista de las Fuerzas Armadas, 148, 72-78.
https://doi.org/10.25062/0120-0631.2390
Hu, L., & Wang, N. (2014). Anxiety in Foreign Language Learning. Advances In Intelligent
Systems Research/Advances In Intelligent Systems Research.
https://doi.org/10.2991/gecss-14.2014.31
Ilyosovna, N. A. (2020, 18 julio). The Importance of English Language.
https://journals.researchparks.org/index.php/IJOT/article/view/478
Ledesma, V. L. P. –. (2024). Enseñanza del inglés como lengua extranjera y desarrollo de
competencias lingüísticas. MQRInvestigar, 8(1), 6067-6100.
https://doi.org/10.56048/mqr20225.8.1.2024.6067-6100
Luo, H. (2018). Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners
of Chinese. Chinese Journal Of Applied Linguistics, 41(1), 3-24.
https://doi.org/10.1515/cjal-2018-0001
Martin-Vivar, M. (2023). La emoción común del miedo y su comunicación en psicología.
Comunicación y Hombre.
https://www.researchgate.net/publication/368256640_Psicologia_y_miedo
REFERENCES
Daud, D., Hwa, C. P., Ahmad, H., How, H. E., Jincheng, Z., & Saidalvi, A. (2022). Exploring
The Causes of Fear of Foreign Language Learning. International Journal Of Academic
Research In Business And Social Sciences, 12(10). https://doi.org/10.6007/ijarbss/v12-
i10/15163
Dodhy, S. (2017). Fear—A Positive Potential: Classic Explanation and New Elucidation. New
Academia: An International Journal Of English Language, Literature And Literary
Theory.
https://www.researchgate.net/publication/319526188_Fear-
A_Positive_Potential_Classic_Explanation_And_New_Elucidation
Fakhruddin, S. S., Komarudin, N. E., Subramaniam, S. K., Alih, N. A. C., & Rahmat, N. H. (2022,
6 mayo). Social Learning Theory in Language Learning: Exploring the Fear for Foreign
Language Learning. https://hrmars.com/index.php/IJARBSS/article/view/13046/Social-
Learning-Theory-in-Language-Learning-Exploring-the-Fear-for-Foreign-Language-
Learning
Fear. (2025). https://dictionary.cambridge.org/dictionary/english/fear
Gannoun, H., & Deris, F. (2023). Teaching Anxiety in Foreign Language Classroom: A Review
of Literature – AWEJ. https://awej.org/teaching-anxiety-in-foreign-language-classroom-
a-review-of-literature/
Gómez, J. B. G. (1993). La psicología del miedo. Revista de las Fuerzas Armadas, 148, 72-78.
https://doi.org/10.25062/0120-0631.2390
Hu, L., & Wang, N. (2014). Anxiety in Foreign Language Learning. Advances In Intelligent
Systems Research/Advances In Intelligent Systems Research.
https://doi.org/10.2991/gecss-14.2014.31
Ilyosovna, N. A. (2020, 18 julio). The Importance of English Language.
https://journals.researchparks.org/index.php/IJOT/article/view/478
Ledesma, V. L. P. –. (2024). Enseñanza del inglés como lengua extranjera y desarrollo de
competencias lingüísticas. MQRInvestigar, 8(1), 6067-6100.
https://doi.org/10.56048/mqr20225.8.1.2024.6067-6100
Luo, H. (2018). Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners
of Chinese. Chinese Journal Of Applied Linguistics, 41(1), 3-24.
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LANGUAGE LEARNING. Rahmat | European Journal Of Foreign Language Teaching.
https://oapub.org/edu/index.php/ejfl/article/view/3245/5881
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https://www.researchgate.net/publication/383944252_The_Relationship_between_Fear
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Confidence_Level_in_Language_Learning_A_Review_Article
Santos, J. C. D., De Souza, V. V., & Vélez-Ruiz, M. (2020). Assessment of the emotions that
block Ecuadorian students from speaking English in class: Case Los Ríos Province.
MASKANA, 11(1), 5-14. https://doi.org/10.18537/mskn.11.01.01
Segovia, C. S. A. (2021). Influencia de la ansiedad en el aprendizaje del idioma inglés como
lengua extranjera en estudiantes de educación superior. INNOVA Research Journal, 6(3),
58-78. https://doi.org/10.33890/innova.v6.n3.2021.1742
Tashakkori, A., & Creswell, J. W. (2007). Editorial: The New Era of Mixed Methods. Journal Of
Mixed Methods Research, 1(1), 3-7. https://doi.org/10.1177/2345678906293042
Vargas, V. A. O., & Méndez, L. S. A. (2023). Ansiedad en la producción oral del inglés como
lengua extranjera; prácticas y estrategias para minimizar sus efectos en los estudiantes.
Ciencia Latina Revista Científica Multidisciplinar, 7(3), 3907-3923.
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Zain, Z. M., Ibrahim, M. R., Bakar, A. A., & Rahmat, N. H. (2023). The Influence of Motivation
and Fear in The Learning of A Foreign Language. International Journal Of Academic
Research In Business And Social Sciences, 13(6). https://doi.org/10.6007/ijarbss/v13-
i6/17040