La ansiedad y su correlación con la expresión oral en inglés
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https://doi.org/10.62305/alcon.v6i1.964Palabras clave:
Communicative anxiety, oral performance, English as a foreign language (EFL), university students, systematic reviewResumen
Esta revisión sistemática investiga la relación entre la ansiedad comunicativa y el desempeño oral en ingles en estudiantes universitarios de contextos de ingles como lengua extranjera (EFL). La ansiedad comunicativa es ampliamente reconocida como un factor afectivo que limita la participación y el rendimiento en tareas orales, consideradas entre los aspectos mas exigentes del aprendizaje de lenguas. Siguiendo las directrices PRISMA 2020, se realizó una búsqueda sistemática en Scopus, ERIC, Redalyc y Google Scholar para identificar estudios empíricos publicados entre 2020 y 2025, Veintiún estudios cumplieron los criterios de inclusión y fueron examinados mediante una síntesis descriptiva y temática. Los hallazgos indican una asociación inversa consistente entre la ansiedad comunicativa y el desempeño oral en contextos universitarios de EFL. La mayoría de los estudios adoptaron diseños cuantitativos de tipo correlacional y utilizaron instrumentos de autoinforme especialmente la Foreign Language Classroom Anxiety Scale junto con evaluaciones del desempeño oral basadas en tareas, aunque se evidencio variabilidad metodológica. En conjunto, la evidencia posiciona a la ansiedad comunicativa como una variable educativa relevante estrechamente vinculada al desempeño oral en inglés, más que como una condición de carácter clínico. Esta revisión subraya la importancia de atender los factores afectivos en la pedagogía de EFL y plantea la necesidad de futuras investigaciones con enfoques longitudinales y métodos mixtos.
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Derechos de autor 2026 Revista Científica de Innovación Educativa y Sociedad Actual "ALCON"
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