Redes sociales y el manejo de la ansiedad lingüística en los procesos de oralidad del inglés como lengua extranjera

Abstract

The teaching of English as a foreign language generally focuses on a communicative approach to develop practical communication skills. In our country, there are challenges regarding the overall performance of those who study English (or any other language), since this "communication" is not occurring as it should according to the results of international standardized tests. The purpose of this research is to identify the role of social networks in the management of linguistic anxiety in English language learners in the classroom, specifically in a software development company, in the processes of oral and written production, since there was a need to review more closely how this type of anxiety influences the aforementioned language production skills. This is a qualitative study under the method of action research in education, the population with which it was implemented was fifteen people from the areas of design development, software development and accounting of the aforementioned company, four people were taken as a sample. As for the research part, a semi-structured interview was conducted as a diagnostic tool, and then a field diary was implemented to cover the general development of the research as well as a checklist. Likewise, during the process a personalized rubric was used for the 4 people in the sample. During the work plan, didactic units were developed that would provide the basis for the development of the work plan and the analysis of the data in a matrix of categories with the information obtained. After this, some of the most important findings were to demonstrate that the strategic use of social networks has a positive impact on the reduction of linguistic anxiety, making the learning processes more meaningful for students, leading to an improvement in communicative production skills in the language classroom.