The influence of communication anxiety on oral participation during English learning in primary education

Abstract

The teaching of English as a foreign language in primary education is highly important due to its role in academic development and the acquisition of communicative skills in a globalized context. However, one of the main obstacles in learning English is communicative anxiety, which can limit students’ oral participation and affect their academic performance. The objective of this study was to analyze the influence of communicative anxiety on English language learning among fifth- and sixth-grade primary school students. A mixed-methods approach with a descriptive and correlational design was used, applying a Likert-scale questionnaire and classroom observations to identify the main causes of anxiety when speaking English. The main results showed that the most frequent anxiety factors were fear of making mistakes, lack of pronunciation confidence, fear of peer ridicule, and immediate teacher correction. Additionally, behaviors such as prolonged silence, short responses, avoidance of eye contact, and reluctance to participate in oral activities were observed. A negative relationship was identified between communicative anxiety and oral participation, as higher anxiety levels were associated with lower student willingness to participate and lower academic performance. It is concluded that communicative anxiety significantly affects English language learning; therefore, it is necessary to implement pedagogical strategies that enhance confidence, reduce fear of errors, and promote a safe and inclusive learning environment.