COMPREENDENDO A ANSIEDADE DE FALA DE ESTUDANTES SAUDITAS EFL
PREDITORES EMOCIONAIS, COGNITIVOS E INTERPESSOAIS
DOI:
https://doi.org/10.18316/rcd.v18i49.13222Palavras-chave:
ansiedade na aprendizagem de línguas, ansiedade de fala, medo de avaliação negativa, estudantes sauditas de EFLResumo
A ansiedade na aprendizagem de línguas é um desafio persistente em salas de aula de segunda língua, particularmente em contextos onde o uso do idioma é socialmente visível e avaliativo. Fundamentado em perspectivas sociopsicológicas sobre a ansiedade em língua estrangeira e na teoria da autoeficácia, este estudo examina preditores emocionais, cognitivos e interpessoais da ansiedade de fala entre estudantes sauditas de graduação de EFL (inglês como língua estrangeira). Utilizando um design de levantamento (survey) quantitativo e transversal, os dados foram coletados de 170 estudantes universitários sauditas matriculados em cursos obrigatórios de língua inglesa em diversas disciplinas. Um questionário estruturado mediu o constrangimento na comunicação, o medo de avaliação negativa, a percepção de incompetência linguística, o clima interacional entre pares (segurança psicológica) e a ansiedade de fala global. Análises estatísticas descritivas revelaram níveis consistentemente altos de ansiedade de fala em toda a amostra. O constrangimento na comunicação e o medo de avaliação negativa emergiram como as dimensões emocionais mais salientes, destacando a sensibilidade dos estudantes a erros públicos e ao julgamento dos colegas. Autoavaliações cognitivas, particularmente a percepção de inadequação linguística em relação aos colegas de classe, também estiveram fortemente associadas à ansiedade. Embora as percepções de segurança psicológica tenham sido comparativamente menores, muitos alunos relataram relutância em falar devido à antecipação de reações negativas dos pares. No geral, os resultados indicam que a ansiedade de fala entre estudantes sauditas de EFL é um fenômeno socialmente enraizado, moldado por pressões avaliativas, crenças individuais e normas de interação em sala de aula.
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