Anxiety and Its Influence on the Teaching-Learning Process of the English Language in University Students

Abstract

The research was conducted at the State University of Southern Manabí (UNESUM) with fourth-semester students of the Pedagogy of National and Foreign Languages ​​program. The main objective was to understand how anxiety affects English learning and to develop pedagogical strategies to help students manage this anxiety. We used surveys and classroom observations to collect data and gain insight. The results showed that speaking English is the skill that generates the most anxiety in students, affecting both their academic performance and their daily lives. To address this, we proposed strategies such as creating a positive learning environment, using active methodologies (such as Task-Based Learning, Collaborative Learning, and Project-Based Learning), and integrating information and communication technologies. The theoretical validation of these strategies, supported by a Kendall W test with a coefficient of 0.85 and an asymptotic significance of 0.0, showed a high level of agreement among experts. This confirms that our proposals are effective in reducing anxiety and improving both students' academic performance and emotional well-being. It is essential that teachers and students work together to create an educational environment that prioritizes emotional health, thus promoting more balanced and successful learning.

Keywords: anxiety, teaching-learning, pedagogical strategies, academic performance, emotional well-being.