Vol. 12/ Núm. 1 2025 pág. 1329
https://doi.org/10.69639/arandu.v12i1.679
Fear of Making Mistakes and its Effect on Pre-Service
English Teachers' Oral Communication Skills
Miedo a cometer errores y su efecto en las habilidades de comunicación oral de los
futuros profesores de inglés
Martha Elizabeth Cabrera Mera
mcabreram3@uteq.edu.ec
https://orcid.org/0009-0003-1543-9059
Universidad Técnica Estatal de Quevedo - Facultad de Ciencias de la Educación
Ecuador - Quevedo
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo - Facultad de Ciencias de la Educación
Ecuador – Quevedo
Artículo recibido: 20 diciembre 2024 - Aceptado para publicación: 26 enero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This study investigates how pre-service English teachers' oral communication abilities are
affected by their anxiety about making mistakes. Data were gathered via surveys, interviews,
classroom observations, and visual narratives using an explanatory sequential mixed techniques
methodology. The results show that students' confidence and willingness to participate in oral
activities are greatly impacted by their fear of making mistakes, which can result in anxiety,
mental blocks, and avoidance strategies. Peer and instructor presence was found to be a significant
contributing element to this fear, as students feared being mocked or criticized. As a result, they
had fewer possibilities for practice and development because their speaking abilities were
hindered. The study emphasizes the necessity of a supportive classroom setting where errors are
accepted as a necessary learning component. Promoting group projects and scaffolding methods.
Promoting teamwork and using scaffolding strategies would help pre-service teachers become
more confident and improve their oral communication abilities. The results highlight the
significance of addressing anxiety in teacher preparation programs and advance our
understanding of emotional barriers in language acquisition.
Keywords: communication, fear, mistakes, speaking
RESUMEN
Este estudio investiga cómo las habilidades de comunicación oral de los docentes de inglés en
formación se ven afectadas por su miedo a cometer errores. Los datos se recopilaron mediante
encuestas, entrevistas, observaciones en el aula y narrativas visuales, utilizando un enfoque
Vol. 12/ Núm. 1 2025 pág. 1330
metodológico mixto secuencial explicativo. Los resultados muestran que el miedo a cometer
errores afecta significativamente la confianza de los estudiantes y su disposición a participar en
actividades orales, lo que puede provocar ansiedad, bloqueos mentales y estrategias de evitación.
La presencia de compañeros e instructores se identificó como un factor significativo que
contribuye a este miedo, ya que los estudiantes temen ser ridiculizados o criticados. Como
resultado, sus habilidades para hablar se vieron obstaculizadas, reduciendo sus oportunidades de
práctica y desarrollo. El estudio destaca la necesidad de un entorno de aula que apoye y acepte
los errores como una parte necesaria del aprendizaje. Fomentar el trabajo en equipo y el uso de
estrategias de andamiaje ayudaría a los futuros docentes a ganar confianza y mejorar sus
habilidades de comunicación oral. Los resultados resaltan la importancia de abordar la ansiedad
en los programas de formación docente y contribuyen a la comprensión de las barreras
emocionales en la adquisición de un idioma.
Palabras clave: comunicación, miedo, errores, hablar
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
metodológico mixto secuencial explicativo. Los resultados muestran que el miedo a cometer
errores afecta significativamente la confianza de los estudiantes y su disposición a participar en
actividades orales, lo que puede provocar ansiedad, bloqueos mentales y estrategias de evitación.
La presencia de compañeros e instructores se identificó como un factor significativo que
contribuye a este miedo, ya que los estudiantes temen ser ridiculizados o criticados. Como
resultado, sus habilidades para hablar se vieron obstaculizadas, reduciendo sus oportunidades de
práctica y desarrollo. El estudio destaca la necesidad de un entorno de aula que apoye y acepte
los errores como una parte necesaria del aprendizaje. Fomentar el trabajo en equipo y el uso de
estrategias de andamiaje ayudaría a los futuros docentes a ganar confianza y mejorar sus
habilidades de comunicación oral. Los resultados resaltan la importancia de abordar la ansiedad
en los programas de formación docente y contribuyen a la comprensión de las barreras
emocionales en la adquisición de un idioma.
Palabras clave: comunicación, miedo, errores, hablar
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. 1331
INTRODUCTION
In the twenty-first century, the importance of suitable forms of communication has been
rising quickly due to the world's increasing interconnectedness and globalization (Dash & Gandhi,
2022). The necessity of a common language for communication cannot be disputed. In this
context, English has become the universal language among speakers of thousands of various
languages due to its shared traits. As English is the most commonly used language in the world,
it is considered the first global lingua franca due to its status as the first world language (Rao,
2019)
In English, there are four skills or abilities; speaking and writing are regarded as productive
abilities, whereas reading and listening are regarded as receptive abilities. In this framework,
speaking is the act of conveying thoughts or information from the speaker to the listener (Al
Nakhalah, 2016), and is frequently regarded as one of the most crucial abilities that affect human
existence (Armanzo, 2019). To meet this competency, students must be able to express their ideas,
feelings, and thoughts vocally. During this process, there are challenging factors EFL students
face, such as lack of vocabulary, pronunciation, grammar, fluency, the influence of their mother
tongue, and anxiety as they feel anxious if people criticize them when they are performing
(Pratolo et al., 2019).
The Ecuadorian Minister of Education admits that the main objective of the current English
curriculum design is to support students in improving their conversational language skills
(MinEdu, 2014). Despite this, EFL learners in Ecuador experience different emotions that hinder
the development of their oral communication skills. Among these factors, the fear of making
mistakes is a significant obstacle for students to overcome (Santos et al., 2020) According to
Suparlan (2021), EFL students struggle with speaking anxiety due to ten different factors in which
fear of making mistakes is highlighted, provoking learners to avoid speaking both within and
outside of the classroom, hindering their oral communication development. Regarding this issue,
researchers mentioned that the students’ fear of making mistakes concerning EFL learning is
strongly related to correction and unfavorable assessment (Anwari, 2019).
Effective communication abilities among EFL teachers are essential for successful
language instruction and students' academic and professional success. Students receive more
verbal instructions from the teacher in the classroom, furthermore, a teacher with inadequate
communication skills may hinder learners' learning and academic progress (Xie & Derakhshan,
2021). In this context, pre-service EFL teachers need to know the effect of the fear of making
mistakes on the development of oral communication skills to deal with and overcome their own
fear and in the future help students cope with their fear and motivate them to develop their
speaking skills, so that they can navigate in real life situations in their personal and professional
lives.
INTRODUCTION
In the twenty-first century, the importance of suitable forms of communication has been
rising quickly due to the world's increasing interconnectedness and globalization (Dash & Gandhi,
2022). The necessity of a common language for communication cannot be disputed. In this
context, English has become the universal language among speakers of thousands of various
languages due to its shared traits. As English is the most commonly used language in the world,
it is considered the first global lingua franca due to its status as the first world language (Rao,
2019)
In English, there are four skills or abilities; speaking and writing are regarded as productive
abilities, whereas reading and listening are regarded as receptive abilities. In this framework,
speaking is the act of conveying thoughts or information from the speaker to the listener (Al
Nakhalah, 2016), and is frequently regarded as one of the most crucial abilities that affect human
existence (Armanzo, 2019). To meet this competency, students must be able to express their ideas,
feelings, and thoughts vocally. During this process, there are challenging factors EFL students
face, such as lack of vocabulary, pronunciation, grammar, fluency, the influence of their mother
tongue, and anxiety as they feel anxious if people criticize them when they are performing
(Pratolo et al., 2019).
The Ecuadorian Minister of Education admits that the main objective of the current English
curriculum design is to support students in improving their conversational language skills
(MinEdu, 2014). Despite this, EFL learners in Ecuador experience different emotions that hinder
the development of their oral communication skills. Among these factors, the fear of making
mistakes is a significant obstacle for students to overcome (Santos et al., 2020) According to
Suparlan (2021), EFL students struggle with speaking anxiety due to ten different factors in which
fear of making mistakes is highlighted, provoking learners to avoid speaking both within and
outside of the classroom, hindering their oral communication development. Regarding this issue,
researchers mentioned that the students’ fear of making mistakes concerning EFL learning is
strongly related to correction and unfavorable assessment (Anwari, 2019).
Effective communication abilities among EFL teachers are essential for successful
language instruction and students' academic and professional success. Students receive more
verbal instructions from the teacher in the classroom, furthermore, a teacher with inadequate
communication skills may hinder learners' learning and academic progress (Xie & Derakhshan,
2021). In this context, pre-service EFL teachers need to know the effect of the fear of making
mistakes on the development of oral communication skills to deal with and overcome their own
fear and in the future help students cope with their fear and motivate them to develop their
speaking skills, so that they can navigate in real life situations in their personal and professional
lives.
Vol. 12/ Núm. 1 2025 pág. 1332
According to research carried out by Santos et al. (2022) until January 2020 in Ecuador,
there was a lack of research regarding the influence of emotions in the English learning process
and, therefore, on the influence of fear on pre-service EFL teachers' speaking skills.
Consequently, this study tries to fill this gap in the literature. Thus, this research aims to
investigate the effects of the fear of making mistakes on developing oral communication skills in
pre-service EFL teachers.
Literature review
Fear
Fear is a fundamental human emotion viewed as a mental state and an instinctive response
to danger stemming from the need for self-preservation. Fear is highly valued in society and it is
recognized that it can affect how people behave (Gulmira, 2022). Cambridge Dictionary defines
fear as “an unpleasant emotion or thought you have when you are frightened or worried by
something dangerous, painful, or bad that is happening or might happen” (Cambridge University
Press, 2024). Therefore, fear can be defined as an unpleasant feeling that people experience for
certain causes.
According to Gulmira (2022), fear is a universal and dominating emotion that has existed
since prehistory. For instance, humans have always feared natural events, battles, their own lives,
the lives of their loved ones, and the future.
Fear in EFL
Although fear is essential for existence, it can also take forms that obstruct learners'
development. Fear of making mistakes is one of these manifestations (Santos et al., 2020). In a
context where English is being used as a foreign language (EFL), fear of making mistakes refers
to the anxiety and worry that teachers and students feel when they have concerns about making
mistakes when speaking or using the language (Al-Saidat et al., 2023); consequently, one major
psychological barrier preventing learners from actively participating in speaking events is this
insecurity (Al-Saidat et al., 2023; Gannoun et al., 2023). The majority of students avoid speaking
during English lessons because they are nervous about talking and worried about making mistakes
(García & Vaca-Cárdenas, 2022). Thus, learning a second/foreign language is not enjoyable for
certain students due to anxiety that emerges when participating in speaking activities. (Rahmat,
2020).
According to Santos et al. (2020), it is typical to experience feelings of insecurity when
trying anything new. Similar circumstances arise for learners attempting to learn and speak
English in class. This leads to a fear of making mistakes, which can inhibit or block some of them.
In their study, fear of making mistakes arises as the principal factor that obstructs learners from
speaking in class. Haidara (2016) demonstrated in his study that certain psychological issues, like
feelings of indecision, distrust, fear of making mistakes, and insecurity, had a negative influence
on students' ability to learn and practice speaking.
According to research carried out by Santos et al. (2022) until January 2020 in Ecuador,
there was a lack of research regarding the influence of emotions in the English learning process
and, therefore, on the influence of fear on pre-service EFL teachers' speaking skills.
Consequently, this study tries to fill this gap in the literature. Thus, this research aims to
investigate the effects of the fear of making mistakes on developing oral communication skills in
pre-service EFL teachers.
Literature review
Fear
Fear is a fundamental human emotion viewed as a mental state and an instinctive response
to danger stemming from the need for self-preservation. Fear is highly valued in society and it is
recognized that it can affect how people behave (Gulmira, 2022). Cambridge Dictionary defines
fear as “an unpleasant emotion or thought you have when you are frightened or worried by
something dangerous, painful, or bad that is happening or might happen” (Cambridge University
Press, 2024). Therefore, fear can be defined as an unpleasant feeling that people experience for
certain causes.
According to Gulmira (2022), fear is a universal and dominating emotion that has existed
since prehistory. For instance, humans have always feared natural events, battles, their own lives,
the lives of their loved ones, and the future.
Fear in EFL
Although fear is essential for existence, it can also take forms that obstruct learners'
development. Fear of making mistakes is one of these manifestations (Santos et al., 2020). In a
context where English is being used as a foreign language (EFL), fear of making mistakes refers
to the anxiety and worry that teachers and students feel when they have concerns about making
mistakes when speaking or using the language (Al-Saidat et al., 2023); consequently, one major
psychological barrier preventing learners from actively participating in speaking events is this
insecurity (Al-Saidat et al., 2023; Gannoun et al., 2023). The majority of students avoid speaking
during English lessons because they are nervous about talking and worried about making mistakes
(García & Vaca-Cárdenas, 2022). Thus, learning a second/foreign language is not enjoyable for
certain students due to anxiety that emerges when participating in speaking activities. (Rahmat,
2020).
According to Santos et al. (2020), it is typical to experience feelings of insecurity when
trying anything new. Similar circumstances arise for learners attempting to learn and speak
English in class. This leads to a fear of making mistakes, which can inhibit or block some of them.
In their study, fear of making mistakes arises as the principal factor that obstructs learners from
speaking in class. Haidara (2016) demonstrated in his study that certain psychological issues, like
feelings of indecision, distrust, fear of making mistakes, and insecurity, had a negative influence
on students' ability to learn and practice speaking.
Vol. 12/ Núm. 1 2025 pág. 1333
Making mistakes is one of the many things that might negatively impact students'
participation in speaking exercises during the teaching process. Students often hide their
deficiencies and mistakes to avoid being made fun of. They consequently refuse to communicate
in English. Therefore, the less people practice, the less proficient they get in speaking, and the
more they fear doing so (Riadil, 2020). Santos et al. (2022) found that until January 2020, there
was a deficit of research on the role of emotions in the English learning process, consequently on
the impact of fear on the speaking abilities of pre-service EFL teachers in Ecuador. This study
thus attempts to explore how pre-service EFL instructors' oral communication abilities are
affected by their fear of making mistakes.
Speaking skills
Speaking is the ability to generate sounds and express concepts in one's mind. Learners
need to be able to convey language meaning in a way that makes sense for the subject matter,
creating basic sentence structures and speaking in comprehensible terms (Miranda & Wahyudin,
2023). According to Thornbury (2005) speaking is “so much a part of daily life that we take it for
granted. The average person produces tens of thousands of words a day, although some people
like auctioneers or politicians may produce even more than that”(p. 1)
Speaking is essential for all aspects of life because it enables people to build positive
relationships with others, express their objectives effectively, get information immediately, and
take part in productive conversations (Daguiani, 2022; Rao, 2019). Consequently, it is the most
crucial ability for EFL learners because it enables them to demonstrate their communication
abilities in various scenarios. Students must speak English as much as they can in order to become
accurate and proficient speakers. (Rizqiningsih & Hadi, 2019). To become proficient in spoken
English, individuals must master speaking components, including vocabulary, grammar, fluency,
pronunciation, and comprehension (Syakur, 2007; Rizqiningsih & Hadi, 2019). Every component
has a specific function: grammar organizes sentences, vocabulary expresses ideas, pronunciation
guarantees clarity, fluency permits natural speech, and understanding serves as the cornerstone.
Even though speaking is one of the most challenging parts of learning a language, it is an
essential component of every language program, EFL language learners struggle to express
themselves well in the target language, and teachers have traditionally had a hard time coming up
with effective speaking lessons (Dang & Nga, 2022). Sirisrimangkorn (2021) carried out a study
that confirmed that presentation activities and scaffolding helped EFL undergraduate students
improve their speaking skills, providing them with the necessary tools to expand their speaking
abilities. Additionally, the students' perceptions of project-based learning with presentations were
favorable as they believed it had enhanced their speaking skills. The study's findings demonstrated
that a cooperative learning environment was crucial for the development of speaking skills since
it motivated the students to work together to finish the assignments. Additionally, technical skill
integration was mentioned as a crucial factor too.
Making mistakes is one of the many things that might negatively impact students'
participation in speaking exercises during the teaching process. Students often hide their
deficiencies and mistakes to avoid being made fun of. They consequently refuse to communicate
in English. Therefore, the less people practice, the less proficient they get in speaking, and the
more they fear doing so (Riadil, 2020). Santos et al. (2022) found that until January 2020, there
was a deficit of research on the role of emotions in the English learning process, consequently on
the impact of fear on the speaking abilities of pre-service EFL teachers in Ecuador. This study
thus attempts to explore how pre-service EFL instructors' oral communication abilities are
affected by their fear of making mistakes.
Speaking skills
Speaking is the ability to generate sounds and express concepts in one's mind. Learners
need to be able to convey language meaning in a way that makes sense for the subject matter,
creating basic sentence structures and speaking in comprehensible terms (Miranda & Wahyudin,
2023). According to Thornbury (2005) speaking is “so much a part of daily life that we take it for
granted. The average person produces tens of thousands of words a day, although some people
like auctioneers or politicians may produce even more than that”(p. 1)
Speaking is essential for all aspects of life because it enables people to build positive
relationships with others, express their objectives effectively, get information immediately, and
take part in productive conversations (Daguiani, 2022; Rao, 2019). Consequently, it is the most
crucial ability for EFL learners because it enables them to demonstrate their communication
abilities in various scenarios. Students must speak English as much as they can in order to become
accurate and proficient speakers. (Rizqiningsih & Hadi, 2019). To become proficient in spoken
English, individuals must master speaking components, including vocabulary, grammar, fluency,
pronunciation, and comprehension (Syakur, 2007; Rizqiningsih & Hadi, 2019). Every component
has a specific function: grammar organizes sentences, vocabulary expresses ideas, pronunciation
guarantees clarity, fluency permits natural speech, and understanding serves as the cornerstone.
Even though speaking is one of the most challenging parts of learning a language, it is an
essential component of every language program, EFL language learners struggle to express
themselves well in the target language, and teachers have traditionally had a hard time coming up
with effective speaking lessons (Dang & Nga, 2022). Sirisrimangkorn (2021) carried out a study
that confirmed that presentation activities and scaffolding helped EFL undergraduate students
improve their speaking skills, providing them with the necessary tools to expand their speaking
abilities. Additionally, the students' perceptions of project-based learning with presentations were
favorable as they believed it had enhanced their speaking skills. The study's findings demonstrated
that a cooperative learning environment was crucial for the development of speaking skills since
it motivated the students to work together to finish the assignments. Additionally, technical skill
integration was mentioned as a crucial factor too.
Vol. 12/ Núm. 1 2025 pág. 1334
METHODOLOGY
This study employed an explanatory sequential mixed methods design, which entails
gathering and evaluating quantitative data in the first phase and then conducting a qualitative
phase to elaborate on and clarify the quantitative results, gaining more detailed insights for the
research (Creswell & Creswell, 2018). The first phase included a questionnaire to collect
quantitative data about the effect of the fear of making mistakes on pre-service EFL teachers' oral
communication skills and the results informed the selection of participants for the qualitative
phase.
Context and Participants
The study was undertaken in a public university in Los Rios province, Ecuador. The
participants in the quantitative phase included 28 pre-service EFL teachers, 20 females and eight
males whose ages range between 20 and 25 years. The pre-service EFL teachers were in their
fifth semester and doing their practicum.
For the qualitative, a purposive sampling was employed, and four pre-service EFL teachers
were selected based on their responses in the quantitative phase, particularly focusing on
individuals whose questionnaire answers showed significant challenges with fear of making
mistakes in oral communication. This selection ensured a diverse and representative sample to
provide in-depth perspectives and richer insights into the phenomenon under investigation
(Creswell & Creswell, 2018).
Data Collection Instruments
This study employed many instruments to collect the data to permit triangulation (Donkoh
& Mensah, 2023). Data were collected in two phases, both of them conducted in Spanish to
guarantee precise answers and resolve any misunderstandings among the participants. The
qualitative phase used in-method triangulation by applying observations, interviews, and visual
narratives. to obtain rich and in-depth information about the effect of the fear of making mistakes
on oral communication skills (Donkoh & Mensah, 2023).
Survey
A survey that consisted of 11 questions using a four-point Likert scale (1 totally agree - 4
totally disagree) and two categories, one regarded gender, age, and time learning English, and the
other about the effect of the fear of making mistakes on their oral communication skills was sent
via Google forms. To increase the reliability and accuracy of this instrument, first it was revised
by two experts in the field, and then, it was piloted with another group of students. It is essential
to highlight that the questions were in Spanish, the participants' target language, and they had one
week to complete it.
METHODOLOGY
This study employed an explanatory sequential mixed methods design, which entails
gathering and evaluating quantitative data in the first phase and then conducting a qualitative
phase to elaborate on and clarify the quantitative results, gaining more detailed insights for the
research (Creswell & Creswell, 2018). The first phase included a questionnaire to collect
quantitative data about the effect of the fear of making mistakes on pre-service EFL teachers' oral
communication skills and the results informed the selection of participants for the qualitative
phase.
Context and Participants
The study was undertaken in a public university in Los Rios province, Ecuador. The
participants in the quantitative phase included 28 pre-service EFL teachers, 20 females and eight
males whose ages range between 20 and 25 years. The pre-service EFL teachers were in their
fifth semester and doing their practicum.
For the qualitative, a purposive sampling was employed, and four pre-service EFL teachers
were selected based on their responses in the quantitative phase, particularly focusing on
individuals whose questionnaire answers showed significant challenges with fear of making
mistakes in oral communication. This selection ensured a diverse and representative sample to
provide in-depth perspectives and richer insights into the phenomenon under investigation
(Creswell & Creswell, 2018).
Data Collection Instruments
This study employed many instruments to collect the data to permit triangulation (Donkoh
& Mensah, 2023). Data were collected in two phases, both of them conducted in Spanish to
guarantee precise answers and resolve any misunderstandings among the participants. The
qualitative phase used in-method triangulation by applying observations, interviews, and visual
narratives. to obtain rich and in-depth information about the effect of the fear of making mistakes
on oral communication skills (Donkoh & Mensah, 2023).
Survey
A survey that consisted of 11 questions using a four-point Likert scale (1 totally agree - 4
totally disagree) and two categories, one regarded gender, age, and time learning English, and the
other about the effect of the fear of making mistakes on their oral communication skills was sent
via Google forms. To increase the reliability and accuracy of this instrument, first it was revised
by two experts in the field, and then, it was piloted with another group of students. It is essential
to highlight that the questions were in Spanish, the participants' target language, and they had one
week to complete it.
Vol. 12/ Núm. 1 2025 pág. 1335
Interview
Semi-structured interviews were used to explore the survey results in detail. The interviews
included five main questions and follow-up questions concerning participants’ feelings during
oral activities, their preparation for speaking in English, experiences avoiding oral activities due
to fear of making mistakes, reactions to mistakes, and comparisons between oral communication
and other language skills, providing insights into the impact of this fear on their performance and
learning experiences. Each session lasted 10 minutes.
Visual Narrative
Visual narrative is a type of data collection that in education has the potential to be a very
potent tool since it allows one to examine several points of view within a dynamic setting or
circumstance while also making the many storylines or pieces of a story visible (Lemon, 2006).
For that reason, the four participants were asked to draw how they see themselves when speaking
in English in front of others. However, a visual narrative is incomplete without language and
dialogue to accompany it (Lemon, 2006) so after that, they were requested to write an explanation
of their narratives describing their experiences, feelings, and thoughts related to speaking in
English in front of others.
Classroom Observation
Observations were carried out over 2 weeks to monitor the four individuals in action as
they express themselves in a variety of contexts and activities in order to learn about their thoughts
and behaviors when speaking English (Pandey & Pandey, 2021). A checklist was used, along with
notes, to document their responses and actions.
Data Analysis
Quantitative Data
The analysis was done using the statistical program SPSS 25, one of the most popular
statistical software programs in the world for qualitative research in the social sciences and other
fields, enabling the use and execution of computer languages to collect and interpret the analyses
of the data entered by classifying and analyzing the data (Pacheco et al., 2020). Descriptive
statistics, including means, standard deviations, and frequencies, were calculated to summarize
the effect of the fear of making mistakes on participants’ oral communication skills.
Qualitative Data
This analysis followed the grounded theory, which allows to find and conceptualize the
hidden social and communal patterns and constructs behind the fear of making mistakes through
rigorous data analysis processes (Noble & Mitchell, 2016). Following the three stages of data
analysis during this research, interviews were first transcribed and read the data while searching
for connections, then relationships were identified between the categories, and connections were
made to understand how different aspects of the fear of making mistakes were related to one
Interview
Semi-structured interviews were used to explore the survey results in detail. The interviews
included five main questions and follow-up questions concerning participants’ feelings during
oral activities, their preparation for speaking in English, experiences avoiding oral activities due
to fear of making mistakes, reactions to mistakes, and comparisons between oral communication
and other language skills, providing insights into the impact of this fear on their performance and
learning experiences. Each session lasted 10 minutes.
Visual Narrative
Visual narrative is a type of data collection that in education has the potential to be a very
potent tool since it allows one to examine several points of view within a dynamic setting or
circumstance while also making the many storylines or pieces of a story visible (Lemon, 2006).
For that reason, the four participants were asked to draw how they see themselves when speaking
in English in front of others. However, a visual narrative is incomplete without language and
dialogue to accompany it (Lemon, 2006) so after that, they were requested to write an explanation
of their narratives describing their experiences, feelings, and thoughts related to speaking in
English in front of others.
Classroom Observation
Observations were carried out over 2 weeks to monitor the four individuals in action as
they express themselves in a variety of contexts and activities in order to learn about their thoughts
and behaviors when speaking English (Pandey & Pandey, 2021). A checklist was used, along with
notes, to document their responses and actions.
Data Analysis
Quantitative Data
The analysis was done using the statistical program SPSS 25, one of the most popular
statistical software programs in the world for qualitative research in the social sciences and other
fields, enabling the use and execution of computer languages to collect and interpret the analyses
of the data entered by classifying and analyzing the data (Pacheco et al., 2020). Descriptive
statistics, including means, standard deviations, and frequencies, were calculated to summarize
the effect of the fear of making mistakes on participants’ oral communication skills.
Qualitative Data
This analysis followed the grounded theory, which allows to find and conceptualize the
hidden social and communal patterns and constructs behind the fear of making mistakes through
rigorous data analysis processes (Noble & Mitchell, 2016). Following the three stages of data
analysis during this research, interviews were first transcribed and read the data while searching
for connections, then relationships were identified between the categories, and connections were
made to understand how different aspects of the fear of making mistakes were related to one
Vol. 12/ Núm. 1 2025 pág. 1336
another. Finally, the core category related to the fear of making mistakes was identified and linked
to the other categories.
Ethical Considerations
This study followed the procedures of ethical considerations (Hasan et al., 2021). The
research was socialized with potential participants sharing the aim of the study and procedure.
Participants were given clear information about their voluntary participation. Then, a consent
letter was signed by all the participants showing their understanding and voluntary participation.
All data collected was kept private and used just for the study, assigning pseudonyms to every
participant, guaranteeing their privacy.
RESULTS AND DISCUSSION
Quantitative Data
To address the aim of the research about analyzing the effects of the fear of making
mistakes on pre-service English teachers´ oral communication skills, the questionnaire focused
on the fear of speaking. The responses were measured using a Likert scale consisting of four
levels: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
Table 1
Social and Teacher - Related Anxiety
Social and Teacher-Related Anxiety
Statement 1 2 3 4 Mean Std
Dev.
I feel anxious when I have to speak in English in front of
my classmates. 2 9 13 4 7 4,97
I get nervous when the teacher asks me a question in
English. 3
9 14 2 7 5,60
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
As observed in Table 1, the participants' responses indicate that both classmates and
teachers can be significant sources of anxiety and nervousness during speaking activities.
Specifically, 60.7% agreed with the statement, 'I feel anxious when I have to speak in English in
front of my classmates. Additionally, 57.1% agreed with the statement, 'I get nervous when the
teacher asks me a question in English.' These findings suggest that both the presence of classmates
and the authority of teachers contribute to increased anxiety. The high percentage indicates that
anxiety and nervousness provoked by the presence of classmates and teachers may be a common
barrier that prevents students from fully participating in oral activities, ultimately impacting their
language learning progress (Riadil, 2020).
another. Finally, the core category related to the fear of making mistakes was identified and linked
to the other categories.
Ethical Considerations
This study followed the procedures of ethical considerations (Hasan et al., 2021). The
research was socialized with potential participants sharing the aim of the study and procedure.
Participants were given clear information about their voluntary participation. Then, a consent
letter was signed by all the participants showing their understanding and voluntary participation.
All data collected was kept private and used just for the study, assigning pseudonyms to every
participant, guaranteeing their privacy.
RESULTS AND DISCUSSION
Quantitative Data
To address the aim of the research about analyzing the effects of the fear of making
mistakes on pre-service English teachers´ oral communication skills, the questionnaire focused
on the fear of speaking. The responses were measured using a Likert scale consisting of four
levels: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
Table 1
Social and Teacher - Related Anxiety
Social and Teacher-Related Anxiety
Statement 1 2 3 4 Mean Std
Dev.
I feel anxious when I have to speak in English in front of
my classmates. 2 9 13 4 7 4,97
I get nervous when the teacher asks me a question in
English. 3
9 14 2 7 5,60
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
As observed in Table 1, the participants' responses indicate that both classmates and
teachers can be significant sources of anxiety and nervousness during speaking activities.
Specifically, 60.7% agreed with the statement, 'I feel anxious when I have to speak in English in
front of my classmates. Additionally, 57.1% agreed with the statement, 'I get nervous when the
teacher asks me a question in English.' These findings suggest that both the presence of classmates
and the authority of teachers contribute to increased anxiety. The high percentage indicates that
anxiety and nervousness provoked by the presence of classmates and teachers may be a common
barrier that prevents students from fully participating in oral activities, ultimately impacting their
language learning progress (Riadil, 2020).
Vol. 12/ Núm. 1 2025 pág. 1337
Table 2
Fear of making mistakes and avoidance
Fear of Making Mistakes and Avoidance
Statement 1 2 3 4 Mean Std
Dev.
I avoid speaking in English because I fear making mistakes. 3 11 9 5 7 3,65
I feel embarrassed when my pronunciation is incorrect
while speaking in English. 2 7 17 2 7 7,07
I hesitate to speak English during class discussions because
I fear being judged.
3 8 11 6 7 3,37
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
According to table 2, fear of making mistakes significantly affects students' oral
performance. 67,8% of the participants agreed that they feel embarrassed when their
pronunciation is incorrect, which in turn affects the confidence of 60.7% of the participants during
class discussions. In addition, 50% of participants stated that they avoid speaking in English due
to the fear of making mistakes. The findings suggest that the fear of making mistakes and overall
oral performance are directly related since learners who fear making mistakes may have reduced
speaking abilities, which can result in avoidance behaviors and a refusal to engage in verbal
activities. The hesitation to speak or the avoidance of English can significantly hinder the
development of pre-service English teachers as communicators, a key skill for teaching
effectively (Xie & Derakhshan, 2021).
Qualitative Data
Emma
Feelings of insecurity are common while attempting something new. Similar situations
occur when students try to learn and speak English in class (Santos et al., 2020). According to
Emma, lack of confidence is the main reason that prevents her from developing her speaking
skills. She pointed out: “It’s hard for me and it’s like my brain is blocked and I lose what to say
at that moment” (Interview). Pabro-Maquidato (2021) asserts that when speaking English,
students experience mental and emotional stress, for Emma mental blocks arise when she needs
to talk in English, and being judged by the instructor is another of the reasons for her fear “It’s
not so much the fear of being judged by my classmates, no, it’s more about the professor’s opinion
(Interview)”.
Table 2
Fear of making mistakes and avoidance
Fear of Making Mistakes and Avoidance
Statement 1 2 3 4 Mean Std
Dev.
I avoid speaking in English because I fear making mistakes. 3 11 9 5 7 3,65
I feel embarrassed when my pronunciation is incorrect
while speaking in English. 2 7 17 2 7 7,07
I hesitate to speak English during class discussions because
I fear being judged.
3 8 11 6 7 3,37
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
According to table 2, fear of making mistakes significantly affects students' oral
performance. 67,8% of the participants agreed that they feel embarrassed when their
pronunciation is incorrect, which in turn affects the confidence of 60.7% of the participants during
class discussions. In addition, 50% of participants stated that they avoid speaking in English due
to the fear of making mistakes. The findings suggest that the fear of making mistakes and overall
oral performance are directly related since learners who fear making mistakes may have reduced
speaking abilities, which can result in avoidance behaviors and a refusal to engage in verbal
activities. The hesitation to speak or the avoidance of English can significantly hinder the
development of pre-service English teachers as communicators, a key skill for teaching
effectively (Xie & Derakhshan, 2021).
Qualitative Data
Emma
Feelings of insecurity are common while attempting something new. Similar situations
occur when students try to learn and speak English in class (Santos et al., 2020). According to
Emma, lack of confidence is the main reason that prevents her from developing her speaking
skills. She pointed out: “It’s hard for me and it’s like my brain is blocked and I lose what to say
at that moment” (Interview). Pabro-Maquidato (2021) asserts that when speaking English,
students experience mental and emotional stress, for Emma mental blocks arise when she needs
to talk in English, and being judged by the instructor is another of the reasons for her fear “It’s
not so much the fear of being judged by my classmates, no, it’s more about the professor’s opinion
(Interview)”.
Vol. 12/ Núm. 1 2025 pág. 1338
The impact of the fear is evident in students' performance and overall learning experience
(Riadil, 2020). As a result, Emma’s participation in class is hidden by her nervousness, leading
her to obtain a grade of three out of ten in her performance in class in the first term. During class
discussions, she avoids participating even though she knows what to say. In her words “I have
knowledge about what to say but the nerves are treacherous. Then that moment comes and it’s
like magic and I lose that confidence” (Interview). Beshir & Yigzaw (2022) state that English
language learners employ various self-correction techniques that help and encourage efficacy,
accuracy, and fluency, particularly in student-centered activities.
However, Emma avoids self-correcting her mistakes when speaking, fearing that doing so
may disrupt the flow of conversation and draw attention to her errors "I try to improvise at that
moment to conceal a little my mistake and try to make it clear and obviously as I mentioned hide
this small error (Interview)”. She illustrates her feelings about speaking English using the visual
narrative (Fig.1)
Figure 1
Visual narrative 1: Emma speaking English
From her drawing, we can interpret that Emma sees her audience as an intimidating
presence represented as black shadows, which makes her feel nervous and shaken. In the
description of her visual narrative, she remarks that she fears speaking in public. She is afraid of
being judged by her teachers, and she forgets everything.
Sophie
According to Sultana & Jamin (2021), because of the professors' unpleasant attitude, the
majority of learners struggle to communicate in English in front of them. Additionally, students'
speech in the classroom is impacted by the teacher's and audience's facial expressions and
interruptions. For Sophie, her willingness to participate in class is greatly affected by her fear of
being judged by her peers and the teacher. She shared: “many times I avoid speaking in class
because I think I’m going to make a mistake and the professor is going to look at me with a face,
The impact of the fear is evident in students' performance and overall learning experience
(Riadil, 2020). As a result, Emma’s participation in class is hidden by her nervousness, leading
her to obtain a grade of three out of ten in her performance in class in the first term. During class
discussions, she avoids participating even though she knows what to say. In her words “I have
knowledge about what to say but the nerves are treacherous. Then that moment comes and it’s
like magic and I lose that confidence” (Interview). Beshir & Yigzaw (2022) state that English
language learners employ various self-correction techniques that help and encourage efficacy,
accuracy, and fluency, particularly in student-centered activities.
However, Emma avoids self-correcting her mistakes when speaking, fearing that doing so
may disrupt the flow of conversation and draw attention to her errors "I try to improvise at that
moment to conceal a little my mistake and try to make it clear and obviously as I mentioned hide
this small error (Interview)”. She illustrates her feelings about speaking English using the visual
narrative (Fig.1)
Figure 1
Visual narrative 1: Emma speaking English
From her drawing, we can interpret that Emma sees her audience as an intimidating
presence represented as black shadows, which makes her feel nervous and shaken. In the
description of her visual narrative, she remarks that she fears speaking in public. She is afraid of
being judged by her teachers, and she forgets everything.
Sophie
According to Sultana & Jamin (2021), because of the professors' unpleasant attitude, the
majority of learners struggle to communicate in English in front of them. Additionally, students'
speech in the classroom is impacted by the teacher's and audience's facial expressions and
interruptions. For Sophie, her willingness to participate in class is greatly affected by her fear of
being judged by her peers and the teacher. She shared: “many times I avoid speaking in class
because I think I’m going to make a mistake and the professor is going to look at me with a face,
Vol. 12/ Núm. 1 2025 pág. 1339
I don’t know, a bad one. Also, I think that the other classmates will look at me with a face of
dislike, as if they don’t like my answer” (Interview).
The consequences of this fear and anxiety are significant. For Sophie, the pressure to avoid
judgment from both the professor and her classmates leads to a noticeable resistance to engage in
class discussions and also produces mental blocks during oral presentations (Pabro-Maquidato,
2021). For her, the nervousness to make mistakes in front of others is a barrier to speaking. She
stated, “when I'm too nervous because I've made a mistake, that's when I freeze, and I can't say
anything else” (Interview). During the presentations, Sophie was observed getting frustrated and
losing her train of thought after making a mistake. However, she does not correct her mistakes
during oral presentations: “If I make a mistake, I skip that part to avoid getting more confused”
(Interview). In Sophie's words, speaking is the hardest English skill since for her expressing ideas
orally is difficult due to her fear of making a mistake, which causes her to struggle when speaking.
According to Pratolo et al., (2019) anxiety produced by the fear of making mistakes is one of the
factors that prevents learners from expressing their thoughts and feelings vocally. Sophie uses the
visual narrative to express how she feels when speaking English (Fig. 2).
Figure 2
Visual narrative 2: Sophie speaking English
Based on her illustration, we can say that Sophie experiences different emotions when
speaking in English such as fear and nervousness. Her facial expression shows uncertainty and
anxiety. She portrayed herself with raised eyebrows and an open mouth, suggesting that she feels
pressured or overwhelmed. In the description of her visual narrative, she confirmed that by
expressing that all the time she has to speak in public in English she experiences various emotions.
She goes from feeling fear to experiencing anxiety.
Anne
Anne experienced a range of fears during her oral presentations that highly impacted her
participation in oral activities during classes. She is primarily afraid of making mistakes when
speaking and being laughed at for what she says. She mentioned, “I usually stay silent because
I don’t know, a bad one. Also, I think that the other classmates will look at me with a face of
dislike, as if they don’t like my answer” (Interview).
The consequences of this fear and anxiety are significant. For Sophie, the pressure to avoid
judgment from both the professor and her classmates leads to a noticeable resistance to engage in
class discussions and also produces mental blocks during oral presentations (Pabro-Maquidato,
2021). For her, the nervousness to make mistakes in front of others is a barrier to speaking. She
stated, “when I'm too nervous because I've made a mistake, that's when I freeze, and I can't say
anything else” (Interview). During the presentations, Sophie was observed getting frustrated and
losing her train of thought after making a mistake. However, she does not correct her mistakes
during oral presentations: “If I make a mistake, I skip that part to avoid getting more confused”
(Interview). In Sophie's words, speaking is the hardest English skill since for her expressing ideas
orally is difficult due to her fear of making a mistake, which causes her to struggle when speaking.
According to Pratolo et al., (2019) anxiety produced by the fear of making mistakes is one of the
factors that prevents learners from expressing their thoughts and feelings vocally. Sophie uses the
visual narrative to express how she feels when speaking English (Fig. 2).
Figure 2
Visual narrative 2: Sophie speaking English
Based on her illustration, we can say that Sophie experiences different emotions when
speaking in English such as fear and nervousness. Her facial expression shows uncertainty and
anxiety. She portrayed herself with raised eyebrows and an open mouth, suggesting that she feels
pressured or overwhelmed. In the description of her visual narrative, she confirmed that by
expressing that all the time she has to speak in public in English she experiences various emotions.
She goes from feeling fear to experiencing anxiety.
Anne
Anne experienced a range of fears during her oral presentations that highly impacted her
participation in oral activities during classes. She is primarily afraid of making mistakes when
speaking and being laughed at for what she says. She mentioned, “I usually stay silent because
Vol. 12/ Núm. 1 2025 pág. 1340
I'm afraid of expressing myself badly or maybe saying the structure of the sentence wrong, and
when I speak, everyone starts to make fun of me” (Interview).
The fears Anne experiences have several effects on her English learning process and
classroom participation. Firstly, the fear makes her nervous and makes her lose confidence
(Yuhong & Xiaoli, 2021). This was confirmed during observations since her hands were
constantly shaking while she spoke in front of the class and her tone of voice was low. During the
interview, she highlighted, “when it's an oral presentation, as if suddenly without having planned
it, I feel really nervous, I think that, like, I'm going to make a mistake” (Interview). When she
doesn't have an external motivation to participate in class she remains silent: “When they talk
about class participation and if they don't look at me, I don't participate. If they don't see me and
don't say anything, sometimes I just stay quiet” (Interview). As a result, she struggles with active
class participation (Dewey, 1913, as cited in Paudel, 2023), which is reflected in her low-class
participation in a curriculum subject grade of three out of ten.
This can be confirmed in her visual narrative where she portrayed two black shadows
behind her, symbolizing the fears she experiences during oral activities. A face of confusion,
sadness, and worry can be seen. We can say that fear leads her to block and prevent speaking in
class.
Figure 3
Visual narrative 3: Anne speaking English in class
When describing her drawing Anne wrote: “In my drawing, I show how my fears begin to
take over me in the moments when I have to express myself in English, these fears make me
nervous and cause my presentations not to turn out as I had planned (Visual narrative)”.
Lily
Lily struggles when expressing her ideas orally in English. The reason behind this is
because she is afraid of making mistakes. During the interview, she mentioned, “Yes, I have
avoided speaking in English because I don't know, I say, 'What if this is wrong?” (Interview).
This corroborates the point made by Suparlan (2021), who mentioned that students who are afraid
I'm afraid of expressing myself badly or maybe saying the structure of the sentence wrong, and
when I speak, everyone starts to make fun of me” (Interview).
The fears Anne experiences have several effects on her English learning process and
classroom participation. Firstly, the fear makes her nervous and makes her lose confidence
(Yuhong & Xiaoli, 2021). This was confirmed during observations since her hands were
constantly shaking while she spoke in front of the class and her tone of voice was low. During the
interview, she highlighted, “when it's an oral presentation, as if suddenly without having planned
it, I feel really nervous, I think that, like, I'm going to make a mistake” (Interview). When she
doesn't have an external motivation to participate in class she remains silent: “When they talk
about class participation and if they don't look at me, I don't participate. If they don't see me and
don't say anything, sometimes I just stay quiet” (Interview). As a result, she struggles with active
class participation (Dewey, 1913, as cited in Paudel, 2023), which is reflected in her low-class
participation in a curriculum subject grade of three out of ten.
This can be confirmed in her visual narrative where she portrayed two black shadows
behind her, symbolizing the fears she experiences during oral activities. A face of confusion,
sadness, and worry can be seen. We can say that fear leads her to block and prevent speaking in
class.
Figure 3
Visual narrative 3: Anne speaking English in class
When describing her drawing Anne wrote: “In my drawing, I show how my fears begin to
take over me in the moments when I have to express myself in English, these fears make me
nervous and cause my presentations not to turn out as I had planned (Visual narrative)”.
Lily
Lily struggles when expressing her ideas orally in English. The reason behind this is
because she is afraid of making mistakes. During the interview, she mentioned, “Yes, I have
avoided speaking in English because I don't know, I say, 'What if this is wrong?” (Interview).
This corroborates the point made by Suparlan (2021), who mentioned that students who are afraid
Vol. 12/ Núm. 1 2025 pág. 1341
of making mistakes refrain from speaking both within and outside of the classroom, which
impedes the development of their oral communication skills. According to Lily, frustration is one
of the principal effects of this fear as she cannot control her body and voice when speaking, and
nervousness emerges, even though she knows. Students' anxiety about speaking and their fear of
making mistakes lead them to avoid speaking during English classes. Consequently, many
students find learning a second or foreign language unpleasant due to the nervousness they
experience when speaking (García & Vaca-Cárdenas, 2022; Rahmat, 2020). These can be proven
by Lily’s drawing (Fig. 4).
Figure 4
Visual narrative 4: Lily speaking English in class
Lily’s illustration represents her experience when speaking in English in front of the class,
she drew herself in a way that reflects the emotions and tension she feels. Her drawing conveys
her discomfort and frustration. As well as Emma's visual narrative (Fig. 1) Lily’s picture shows
that the presence of teachers and classmates is a factor that influences her emotions and actions
when speaking. When describing the visual narrative, Lily expressed that when she speaks
English, she feels her body react in a way that she cannot control, and similarly to Emma
nervousness takes control of her body, but in Lily’s case it provokes her voice to tremble.
Additionally, she stated that frustration also emerges, making her forget everything even when
she was prepared for the task. This confirms that students experience similar emotions and
physical reactions when speaking English, struggling with nervousness, frustration, and the
pressure of being in front of others.
CONCLUSIONS
This study investigated the effects of the fear of making mistakes on developing oral
communication skills in pre-service EFL teachers. By applying an explanatory mixed method
design, diverse data collection tools were administered to gather data, including a survey,
of making mistakes refrain from speaking both within and outside of the classroom, which
impedes the development of their oral communication skills. According to Lily, frustration is one
of the principal effects of this fear as she cannot control her body and voice when speaking, and
nervousness emerges, even though she knows. Students' anxiety about speaking and their fear of
making mistakes lead them to avoid speaking during English classes. Consequently, many
students find learning a second or foreign language unpleasant due to the nervousness they
experience when speaking (García & Vaca-Cárdenas, 2022; Rahmat, 2020). These can be proven
by Lily’s drawing (Fig. 4).
Figure 4
Visual narrative 4: Lily speaking English in class
Lily’s illustration represents her experience when speaking in English in front of the class,
she drew herself in a way that reflects the emotions and tension she feels. Her drawing conveys
her discomfort and frustration. As well as Emma's visual narrative (Fig. 1) Lily’s picture shows
that the presence of teachers and classmates is a factor that influences her emotions and actions
when speaking. When describing the visual narrative, Lily expressed that when she speaks
English, she feels her body react in a way that she cannot control, and similarly to Emma
nervousness takes control of her body, but in Lily’s case it provokes her voice to tremble.
Additionally, she stated that frustration also emerges, making her forget everything even when
she was prepared for the task. This confirms that students experience similar emotions and
physical reactions when speaking English, struggling with nervousness, frustration, and the
pressure of being in front of others.
CONCLUSIONS
This study investigated the effects of the fear of making mistakes on developing oral
communication skills in pre-service EFL teachers. By applying an explanatory mixed method
design, diverse data collection tools were administered to gather data, including a survey,
Vol. 12/ Núm. 1 2025 pág. 1342
classroom observations, interviews, and visual narratives. The results indicate that fear manifests
itself in different ways, and the fear of making mistakes is one of the most prominent factors
among pre-service English teachers. This fear affects students' confidence, and willingness to
participate in oral communication activities, often provoking anxiety and mental blocks. As a
result, it hinders the development of their speaking abilities, as the less they practice, the less
proficient they become. This emotion is primarily triggered by the presence of the teacher and
classmates, as students fear making mistakes and being judged by the teacher or mocked by their
peers.
Therefore, Ecuadorian teachers should aim to create a safe and non-judgmental classroom
environment that minimizes fear. They should also be aware of their students' emotional well-
being. With this insight, teachers can foster a positive atmosphere that encourages students to
gradually build their speaking skills in each class by using different strategies like promoting
collaborative work where students can interact in small groups rather than speaking to the whole
class. Furthermore, using scaffolding in the classroom can be an effective way to give students
direction and continuous support so they can participate in speaking exercises without fear of
making mistakes and being judged, build confidence, and gradually develop their speaking
abilities.
This investigation contributes to the educational field because it provides insights into the
reasons and effects of the fear of making mistakes in pre-service English teachers’ oral
communication skills. Thus, it promotes awareness of the challenges students face and highlights
the importance of addressing these issues so that future English teachers can develop effective
communication skills and help their students face real-life challenges.
This study encountered limitations, primarily because students were not used to talking
about their emotions, so we could have missed some crucial information. However, this
investigation used different instruments to overcome this problem and confirm the data collected.
Also, the qualitative phase of this study worked with four female pre-service English teachers.
Research on investigating the causes of fear in male participants to check the differences and
similarities is suggested.
The investigation revealed that fear of making mistakes is common among students. On
this basis, future research should propose concrete strategies to help students overcome this
situation.
classroom observations, interviews, and visual narratives. The results indicate that fear manifests
itself in different ways, and the fear of making mistakes is one of the most prominent factors
among pre-service English teachers. This fear affects students' confidence, and willingness to
participate in oral communication activities, often provoking anxiety and mental blocks. As a
result, it hinders the development of their speaking abilities, as the less they practice, the less
proficient they become. This emotion is primarily triggered by the presence of the teacher and
classmates, as students fear making mistakes and being judged by the teacher or mocked by their
peers.
Therefore, Ecuadorian teachers should aim to create a safe and non-judgmental classroom
environment that minimizes fear. They should also be aware of their students' emotional well-
being. With this insight, teachers can foster a positive atmosphere that encourages students to
gradually build their speaking skills in each class by using different strategies like promoting
collaborative work where students can interact in small groups rather than speaking to the whole
class. Furthermore, using scaffolding in the classroom can be an effective way to give students
direction and continuous support so they can participate in speaking exercises without fear of
making mistakes and being judged, build confidence, and gradually develop their speaking
abilities.
This investigation contributes to the educational field because it provides insights into the
reasons and effects of the fear of making mistakes in pre-service English teachers’ oral
communication skills. Thus, it promotes awareness of the challenges students face and highlights
the importance of addressing these issues so that future English teachers can develop effective
communication skills and help their students face real-life challenges.
This study encountered limitations, primarily because students were not used to talking
about their emotions, so we could have missed some crucial information. However, this
investigation used different instruments to overcome this problem and confirm the data collected.
Also, the qualitative phase of this study worked with four female pre-service English teachers.
Research on investigating the causes of fear in male participants to check the differences and
similarities is suggested.
The investigation revealed that fear of making mistakes is common among students. On
this basis, future research should propose concrete strategies to help students overcome this
situation.
Vol. 12/ Núm. 1 2025 pág. 1343
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language students at Al Quds Open University. International Journal of Humanities and
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Al-Saidat, E. M. A. D., Buragohain, D., & Amer, F. (2023). Role of anxiety in willingness to
communicate in the Jordanian EFL context. 3L: Southeast Asian Journal of English
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Anwari, A. (2019). Investigating the causes and negative effects of English language speaking
anxiety: A case study among EFL learners at Kandahar University. American International
Journal of Education and Linguistics Research, 2(2), 10–21.
https://doi.org/10.46545/aijelr.v2i2.184
Armanzo, A. (2019). The analysis of students' foreign language anxiety in speaking (A descriptive
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(2023). Students' fear in presenting assignments in the classroom. Dhaulagiri Journal of
Contemporary Issues, 1(1), 40-47. https://doi.org/10.3126/djci.v1i1.58625
REFERENCES
Al Nakhalah, A. M. M. (2016). Problems and difficulties of speaking that encounter English
language students at Al Quds Open University. International Journal of Humanities and
Social Science Invention, 5(12), 96–101. https://es.scribd.com/document/334975751/
Al-Saidat, E. M. A. D., Buragohain, D., & Amer, F. (2023). Role of anxiety in willingness to
communicate in the Jordanian EFL context. 3L: Southeast Asian Journal of English
Language Studies, 29(2), 133–145. https://doi.org/10.17576/3L-2023-2902-10
Anwari, A. (2019). Investigating the causes and negative effects of English language speaking
anxiety: A case study among EFL learners at Kandahar University. American International
Journal of Education and Linguistics Research, 2(2), 10–21.
https://doi.org/10.46545/aijelr.v2i2.184
Armanzo, A. (2019). The analysis of students' foreign language anxiety in speaking (A descriptive
qualitative study at the sixth semester students of IAIN Bengkulu) [Undergraduate thesis,
Tarbiyah and Tadris Faculty, State Institute of Islamic Studies].
http://repository.iainbengkulu.ac.id/3707/
Beshir, M., & Yigzaw, A. (2022). Students' self-repair in EFL classroom interactions:
Implications for classroom dynamics. Asian-Pacific Journal of Second and Foreign
Language Education, 7(1), 26.
Cambridge University Press. (2024). Fear. In Cambridge Dictionary Online (English).
https://dictionary.cambridge.org/dictionary/learner-english/fear. Retrieved June 18, 2024.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
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Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of
International English & Literature Journal (ACIELJ), 2(2), 6-18.
https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPEA
KING_SKILLS_IN_ENGLISH_CLASSROOMS
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1),
65-79.
https://www.researchgate.net/publication/334282978_THE_ROLE_OF_ENGLISH_AS_
A_GLOBAL_LANGUAGE#full-text
Riadil, I. G. (2020). A study of students’ perception: Identifying EFL learners’ problems in
speaking skill. IJELR: International Journal of Education, Language, and Religion, 2(1),
31-38. http://doi.org/10.35308/ijelr.v2i1.2256
Rizqiningsih, S., & Hadi, M. S. (2019). Multiple intelligences (MI) on developing speaking skills.
English Language in Focus (ELIF), 1(2), 127-136.
https://jurnal.umj.ac.id/index.php/ELIF/article/view/4521/3206
Santos, J. C., dos Santos, M. J., & de Souza, V. V. (2022). Traçando o perfil da linguística aplicada
no Equador: Mapeamento dos últimos 10 anos de produção científica. Revista de Letras,
24(44). http://dx.doi.org/10.3895/rl.v24n45.13531
Santos, J., Souza, V., & Vélez, M. (2020). Assessment of the emotions that block Ecuadorian
students from speaking English in class: Case Los Ríos Province. Maskana, 11, 5-14.
https://doi.org/10.18537/mskn.11.01.01
Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners' speaking skills through
project-based learning using presentation. Advances in Language and Literary Studies,
12(3), 65-72. https://eric.ed.gov/?id=EJ1307968
Sultana, N., & Jamin, B. (2021). Overcoming fear to improve English speaking skill.
International Journal of Research and Innovation in Social Science, 5(12), 17-27.
Suparlan, S. (2021). Factors contributing to students’ speaking anxiety. Journal of Languages
and Language Teaching, 9(2), 160-169. https://doi.org/10.33394/jollt.v9i2.3321
Syakur, M. (2007). The components of speaking skill.
https://es.scribd.com/doc/106593833/9/The-Components-of-Speaking-Skill
Thornbury, S. (2005). How to teach speaking. Pearson Longman.
https://es.scribd.com/doc/275587410/Thornbury-How-to-Teach-Speaking-pdf
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal
communication behaviors in the instructional context. Frontiers in Psychology, 12,
708490. https://doi.org/10.3389/fpsyg.2021.708490
Yuhong, L., & Xiaoli, H. (2021). On the leading-in English class. Group, 3(4), 19-23.
https://doi.org/10.25236/IJNDE.2021.030404