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Resumo
O desafio que muitos professores de EFL enfrentam é como fazer com que os alunos falem durante as aulas de inglês. Apesar de os alunos adolescentes possuírem competência linguística adequada, aspectos como seu estado psicológico são os que geralmente os impedem de falar. O problema real costuma ser mais pessoal. Vários fatores contribuem para a relutância dos alunos em participar, como a incerteza sobre a reação dos colegas, a falta de motivação ou o simples nervosismo ao falar, ainda que suas falas estejam corretas. As barreiras psicológicas têm sido estudadas há anos, e os resultados mostram o impacto do nível psicológico na participação no processo de aprendizagem, particularmente nas escolas. Este artigo tem como objetivo combinar os fatos extraídos de estudos empíricos sobre questões psicológicas no discurso oral de estudantes da educação básica superior em EFL e explorar os tópicos abordados adequadamente e as áreas que precisam de investigação, utilizando a revisão de literatura de bases de dados científicas e busca sobre ansiedade ao falar, motivação e participação em sala de aula. O objetivo não é apenas apresentar o que já existe no mundo acadêmico, mas também compreender o que faz alguns alunos falarem enquanto outros permanecem em silêncio.
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