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Uno de los principales desafíos que enfrentan muchos docentes de inglés como lengua extranjera (EFL) es lograr que los estudiantes participen oralmente durante las clases. Aunque los adolescentes pueden poseer una competencia lingüística adecuada, ciertos factores relacionados con su estado psicológico suelen impedirles expresarse oralmente. En muchos casos, el problema está vinculado con aspectos personales. Diversos factores contribuyen a la reticencia de los estudiantes a participar, entre ellos la incertidumbre respecto a la reacción de sus compañeros, la falta de motivación y el nerviosismo al hablar, incluso cuando sus intervenciones son correctas. Las barreras psicológicas han sido estudiadas durante años, y los resultados evidencian la influencia de estos factores en la participación dentro del proceso de aprendizaje, particularmente en contextos escolares. Este artículo tiene como objetivo sintetizar los hallazgos de estudios empíricos relacionados con los factores psicológicos que afectan la participación oral de estudiantes de Educación General Básica Superior que aprenden inglés como lengua extranjera, así como identificar los temas que han sido suficientemente estudiados y aquellos que requieren mayor investigación. Para ello, se realizó una revisión de la literatura científica centrada en la ansiedad al hablar, la motivación y la participación en clase. El propósito no es únicamente presentar el conocimiento existente en el ámbito académico, sino también comprender por qué algunos estudiantes participan oralmente mientras otros permanecen en silencio.
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Derechos de autor 2026 Jorge Fernando Chimbo Portoviejo, Martha Magdalena Guamán Luna