Incidencia de las emociones en la ansiedad lingüística en estudiantes de 10° y 11° de una institución educativa pública del Atlántico, Colombia

Abstract

This research study analyzes the impact of emotions on the levels of language anxiety experienced during English as a foreign language learning in a population of 30 tenth and eleventh grade students from a public school in the Atlántico department of Colombia. Using a mixed-methods approach of a descriptive-correlational nature, three data collection instruments based on Likert-type scales were implemented, along with open-ended questions. The findings reveal that positive emotions such as joy, confidence, and security are significantly interrelated with effective coping strategies employed by students (greater willingness to communicate, linguistic self-efficacy, and a growth mindset), while negative emotions, such as fear, shame, and insecurity, show an inverse correlation with the aforementioned strategies, with cognitive symptoms being the most intense, decreasing the intention to communicate. The results also show that factors such as classroom methodology, emotional climate, and teacher support directly impact students' emotional experience. The study provides pedagogical strategies for managing emotions in bilingual learning environments, such as non-punitive feedback, a growth mindset, and safe spaces for participation.