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UNIVERSIDAD NACIONAL DE TRUJILLO

ESCUELA DE POSGRADO

UNIDAD DE POSGRADO EN EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN

Programa "freely talking" basado en el enfoque comunicativo para reducir la ansiedad al hablar en estudiantes del colegio Quirihuac, 2020

TESIS

PARA OPTAR EL GRADO ACADÉMICO DE

DOCTOR EN CIENCIAS DE LA EDUCACIÓN

Autor : Ms. Mantilla Varas, Pedro Alberto Asesora : Dra. Aguilar Carrera, Erika del Carmen

TRUJILLO – PERU 2023

Nº de Registro……….

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JURY SHEET

_____________________________________

Dr. Rosa Ubaldina Anticona Sandoval PRESIDENT

____________________________________

Dr. Carlos Enrique Calderón Calderón SECRETARY

_____________________________________

Dr. Erika del Carmen Aguilar Carrera MEMBER

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DEDICATION

Mg. PEDRO ALBERTO MANTILLA VARAS To God for guiding and blessing me in life,

giving me strength to move forward and allowing me to improve myself.

To my parents, especially my mother for her advice and unconditional support in all

moments of my life.

To my wife and dear children who offer me their most sincere love and affection, above all they give me a hope of improvement.

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GRATITUDE

Mg. PEDRO ALBERTO MANTILLA VARAS To the school 81524 for having welcomed me

with great affection and for providing me with the necessary facilities to make this work possible.

To my Alma Mater, Universidad Nacional de Trujillo and all the teachers of the Graduate School, for having given us a scientific, moral and humanistic training and thus having made my professional training possible.

To Dr. Gilberto Estanislao Roldán Paredes and Dra.

Erika Aguilar Carrera, who proved to be teachers with vocation, always willing, patient and attentive in giving me the necessary support to make this project a reality.

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INDEX

JURY SHEET……….…… ii

DEDICATION……… iii

GRATITUDE……….… iv

INDEX………... v

RESUMEN ……… viii

ABSTRACT……….….… ix

I. INTRODUCTION……….…………. 1

1.1. Problematic reality………..…. 1

1.2. Justification ……….… 2

1.3. Problem statement……….... 3

1.4. Objectives ………...…... 3

1.5. Hypothesis……….….. 4

1.6. Variables……….…. 4

1.7. Conceptual framework ……….…... 5

1.8 Theoretical framework ………..…... 7

II. MATERIAL AND METHODS……….…. 13

2.1. Object of study ………. 13

2.2. Instrumentation..……….. 13

2.3. Methods and techniques ……….…. 15

III. RESULTS Y DISCUSSIÓN………. 18

3.1. Results……….……….… 18

3.2. Discussion……… 28

IV. CONCLUSIONS………..……. 33

V. RECOMENDATIONS………34

VI. BIBLIOGRAPHIC REFERENCE ………..…. 35

APPENDIXES……… 39

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LIST OF TABLES

Table 1. Evaluation of the Pre and Post test after applying the “Freely Talking”

Program ………..…..… 18 Table 2. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Confidence in the use of the foreign language"…... 19 Table 3. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Communicative Apprehension"………... 20 Table 4. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Anxiety in the processes and learning situations of Foreign Language ……….….. 21 Table 5. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Negative attitudes towards learning"…………..…. 22 Table 6. Wilcoxon test to determine if there is a significant difference between the pre

and post test of the level of anxiety when speaking in students of the

Quirihuac school, 2020………..…….…. 23 Table 7. Wilcoxon test to determine if there is a significant difference between the

pre and post test of the level of anxiety when speaking in the dimension

"Safety in the use of a foreign language" in students of the Quirihuac school, 2020. ………... 24 Table 8. Wilcoxon test to determine if there is a significant difference between the pre

and post test of the level of anxiety when speaking in the dimension

"Communicative apprehension" in students of Quirihuac school, 2020.……... 25 Table 9. Wilcoxon test to determine if there is a significant difference between the pre

and post test of the level of anxiety when speaking in the dimension "Anxiety in the face of SL learning processes and situations" in students of the Quirihuac school, 2020.……….... 26 Table 10.Wilcoxon test to determine if there is a significant difference between the pre

and post test of the level of anxiety when speaking in the dimension “Negative attitudes towards learning” in students of the Quirihuac school,

2020………...………... 27

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LIST OF GRAPHICS

Graphic 1. Evaluation of the Pre and Post test after applying the “Freely Talking”

Program ……….…….…. 18 Graphic 2. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Confidence in the use of the foreign

language"……….……… 19 Graphic 3. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Communicative Apprehension"………... 20 Graphic 4. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Anxiety in the processes and learning situations of Foreign Language ”………..…..…. 21 Graphic 5. Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Negative attitudes towards learning"……..……. 22

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RESUMEN

El presente trabajo de investigación está orientado a determinar la influencia del programa

“freely talking”, basado en el enfoque comunicativo, en la reducción de la ansiedad al hablar, en estudiantes del colegio Quirihuac, 2020. En el desarrollo de la investigación se buscó encontrar el nivel de ansiedad, antes y después de la aplicación del programa educativo. La población con la que se desarrolló la investigación fue de 57 estudiantes del quinto grado de educación secundaria y para la muestra se seleccionó al quinto grado “b” de la misma I.E.

constituido por 28 alumnos, de los cuales 16 son mujeres y 12 varones entre 15 y 16 años de edad. Se ha utilizado el diseño pre experimental aplicado a un solo grupo de evaluación. Para medir el nivel de ansiedad se usó el instrumento FLCAS. En los niveles de ansiedad observados, para el Pre-test el 50% se ubica en el nivel alto, el 35.71% en el nivel medio y 14.29% en el nivel bajo. En el Post-test los resultados se invierten producto del programa

“freely talking” los cuales redujeron los niveles de ansiedad, encontrándose un 50.0% en el nivel bajo, 32.14% en el nivel medio y 17.86% en el nivel alto.

Palabras clave: Lengua extranjera, aprensión comunicativa, ansiedad, actitudes negativas.

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ABSTRACT

The present research work has been oriented to determine the influence of the “Freely talking” Program, based on the Communicative Approach to reduce anxiety when speaking, in students of Quirihuac School, 2020. In the development of the research, the goal is to find the level of anxiety, before and after the application of the "Freely talking" program. The population of the developed research was 57 students who are in the fifth grade of Secondary Education and for the sample the fifth grade “B” of the same High school, made up of 28 students, which 16 are women and 12 men between 15 and 16 years of age. In the research, the experimental design has been used where a single evaluation group is applied. To measure the level of anxiety, the FLCAS instrument was used, according to Taboada, Sánchez and Fernández Martín (cited in Hita Pedrosa and Fernández Martín, 2013), it reflects the following four dimensions: (a) confidence in the use of the foreign language, (b) communicative apprehension, (c) anxiety about second language learning processes and (d) negative attitudes towards learning. In the levels of anxiety when speaking the English language in students of the Quirihuac School, in the pre-test 50% are located at the high level, 35.71% at the medium level and 14.29% for the low level, in the post-test the Results are inverted as a result of the “Freely Talking” Program, which reduced anxiety levels, finding 50.0% at the low level, 32.14% at the medium level and 17.86% at the high level.

Keywords: Foreign language, Communicative apprehension, Anxiety, Negative attitudes

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I. INTRODUCTION

1.1 Problematic reality

Several attempts to improve the English proficiency of high school students have been made in the last decade. Some of them with some success, for example "English doors to the world" which is the symbolic name of the new national policy that will guide the teaching, learning and use of this language throughout the country with the aim that more people in Peru develop bilingual communication skills to enter the global market, favoring their personal development and contributing to the country's productivity and competitiveness. Its general objective is that the beneficiaries develop the communicative skills of the English language, to expand their access to educational, scientific, technological, entertainment and work opportunities, as well as to contribute to the formation of a more productive human capital, and the insertion in international markets, with a view to strengthening the country's competitiveness at the international level.

However, strategies that involve anxiety management are not implemented. The lack of values in schools is a problem about human responsibility and the meaning of man in his interaction in his world that surrounds him, between what he is or what he should be, it is not only a problem, but ¨the quintessential problem of human dilemmas. This has caused that, at the international level, both politics and education have to rethink their objectives, priorities and working methods, so that recently UNESCO and other international organizations have declared that the educational purposes of man should be directed, in an urgent way, firstly towards moral education and secondly towards the development of values and attitudes (Marin-Ibañez, 1987; Rassek and Vaidenu, 1987). The application of an educational program would reduce certain limitations such as anxiety in students when faced with learning a foreign language (Arnaiz P. and Guillén F., 2012).

In the area where the Educational Institution 81524 is located, there are different manifestations of lack of anxiety management; Many of the families do not promote actions that help the students to improve in this regard. Most of the parents "forget" their children and let the school do the family work, this leads to the majority of the students do not improve in their grades; and almost all of them present a deficiency in emotional management.

Undeniably, all these shortcomings affect their grades not only in the area of English, but in

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students in fifth grade were failed in the English subject in the competence of Oral Expression. The same year, almost fifty percent of students of fourth grade of secondary had lower grades in the same competence, Oral Expression. So, there is enough data reported from English teachers that exist lack of confidence, unawareness and a tendency of anxiety when speaking in students. This issue is not only shown in the competence of oral expression, but in listening and writing as well. Furthermore, given the health circumstances in which we find ourselves, some school dropouts have been reported. Students feel that they are more productive not being in school, but working in rural areas. The most complicated task for a teacher at this time is to get to motivate their students, who still do not have communicative access to their classes. Within the English area, there are still shortcomings that are even more marked by remote work.

1.2 Justification of the research

This research work is justified by the following:

This research is justified at a theoretical level; it aims to contribute to the development of knowledge about the research on the influence of the Freely Talking Program based on the communicative approach in reducing anxiety when speaking the English language because the information obtained will allow to improve the strategies of teaching learning.

In addition, it provides important contributions in the practical aspect, because the information obtained will reduce anxiety and improve teaching-learning strategies in the English language.

In the pedagogical aspect, this study constitutes a contribution because it provides the results that will allow us to improve oral language where students must practice and become aware of the importance of using the Freely talking Program to reduce the level of anxiety when speaking the English language, thus contributing to the reduction of academic failure of the students of this specialty.

In the methodological aspect, with the information that is collected, it will also allow the educational institutions from which the sample is obtained, to have first-source data that will help them to propose alternative solutions and optimization of the learning of the English language.

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From the legal point of view, the following has been taken into account: The Ministry of Education (2012) in Law No. 29944, MINEDU (2015) Learning Routes, Law of Teacher Reform, Chapter II. On the teacher and the public teaching career, in its article 5. Objectives of the Public Teaching Career states: “To contribute to guaranteeing the quality of public educational institutions, the suitability of teachers and their good teaching performance to meet the right of each student to receive a quality education.”

1.3 Problem statement

To what extent does the didactic program "Freely talking" influence to reduce anxiety when speaking the English language, in the students of the Educational Institution N ° 81524, Quirihuac, 2020?

1.4 Objetives General objective

To determine the influence of the “freely talking” Program, based on the Communicative Approach in reducing anxiety when speaking, in students of Quirihuac school, 2020.

Specific objectives

a) To determine the influence of the “freely talking” Program, based on the Communicative Approach, in reducing anxiety when speaking in the dimension “Confidence in the use of a foreign language” with students of Quirihuac school, 2020.

b) To determine the influence of the “freely talking” Program, based on the Communicative Approach, in reducing anxiety when speaking in the dimension “Communicative Apprehension” with students of Quirihuac school, 2020.

c) To determine the influence of the "freely talking" Program, based on the Communicative Approach, in reducing anxiety when speaking in the dimension "Anxiety in the face of SL learning processes and situations" with students from Quirihuac school, 2020

d) To determine the influence of the “freely talking” Program, based on the Communicative Approach, in reducing anxiety when speaking in the dimension “Negative attitudes towards learning” with students of Quirihuac school, 2020

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1.5 Hypothesis

H1: The application of the “Freely Talking” Program, based on the Communicative Approach, reduces anxiety when speaking, in students of Quirihuac school, 2020.

Ho: The application of the “Freely Talking” Program, based on the Communicative Approach, does not reduce anxiety when speaking, in students of Quirihuac school, 2020.

1.6 Variables

I. V. Definition Dimensions Indicators Instruments

“Freely talking”

programme

Conceptual definition Set of activities that allow to strengthen the students' own senses in their linguistic dimension.

Comprehension of oral texts

 Deduction of specific information.

 Understanding of the message that your interlocutor gives them in a conversation.

Observation records Oral expression  Use of basic

lexical

expressions to participate in a dialogue.

 Clear

expression of ideas, feelings and facts.

Oral Interaction  Exchange of information in time with their interlocutor.

 Interaction in a dialogue.

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D. V. Definition Dimensions Indicators Instruments Anxiety when

speaking It is defined and

considered as the subjective feeling that predisposes students in a negative way in the

performance of their daily academic activities, being manifested by a fear or nervousness that occurs within the classroom, specifically within the learning of the English language (Horvitz &

Cope , 1986)

Confidence in the use of the foreign language

Student comfort when using the English language

at school or with native speakers

outside of the learning context.

A spanish version of the foreign language classroom anxiety scale Communicative

apprehension

Indicates anxiety, shyness and bodily reactions when speaking in

the foreign language Anxiety about

the processes and situations of

learning the Foreign Language

Test anxiety causes performance anxiety and stems

from fear of failure in the foreign language

class.

Negative attitudes towards

learning

Most complicated subjects of all

those studied throughout his

academic life

1.7 Conceptual framework

Definition of Educational Program

“Planned, structured learning experience designed to meet the needs of students. Morril, 1980) ”(Parras et al, 2008)

“Systematic actions, carefully planned, oriented towards goals, in response to the educational needs of students, parents and teachers inserted in the reality of a center.

(Rodríguez Espinar et al., 1993) ”(Parras et al, 2008) Characteristics

The programmes are organized by objectives along a temporal continuum, which makes it

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The evaluation is permanent from the beginning to the end of the programme. Monitoring and evaluation of what has been done is carried out.

Definition of technique

"The technique is a set of well-defined communicable procedures, intended to produce certain results that are considered useful." (Lalande, 1967)

The answers to how to achieve the objective, that is, the teaching methods and pedagogical instructions are part of the guidelines for the proper use of certain techniques in the context of teaching.

Communication techniques Main communication techniques Role Play

Definition

Basically, it is about simulating real life situations. In the Role Playing method, each participant plays a role and must think, act and decide as their character would do.

Through this hands-on approach, you can really experience the situation, reflect on your behavior, and acquire skills that are difficult to convey in the abstract, through conventional classes.

Information Gap

“It is a speaking task, usually for a pair of students in which each student has part of the required information. They share this information to complete the task. " (Borzova, 2014) It is an oral expression task, usually by a pair of students in which each student has some of the required information. They share this information to complete the task.

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Anxiety

Anxiety concept

“It is an emotional response that the person gives to situations that he perceives or interprets as threats or dangers. (Lang, 2002) ”(Silva Ros, M. 2005)

“Anxiety is a phenomenon that occurs in all people and that, under normal conditions, improves performance and adaptation to the social, work, or academic environment. It has the important function of mobilizing us in the face of threatening or worrying situations, so that we do what is necessary to avoid risk, neutralize it, assume it or face it properly.

(Lazarus, 1976) ”(Silva Ros, M. 2005)

Types of anxiety

According to Kaplan, H. (1996) there are two types of anxiety:

NORMAL ANXIETY, that every human being experiences when faced with a stressful or unaccustomed sensation and that keeps the person in a state of alert, attention and mental and corporal dispositions that allow solving the problem immersed in the stimulus situation.

Thus, in the process of self-realization, an exam is always stressful and a person who knows how to use anxiety in a normal way will cultivate with this energy the appropriate behaviors to solve the problem: attention, perception, memory, will, responsibility, serenity, diligence, creativity, assertiveness. The behavioral-cognitive ones call this form motivating anxiety.

PATHOLOGICAL ANXIETY, which represents an inordinate response to a stressful situation or which even occurs, is a stimulus in the "here" and "now". It corresponds to an exaltation of the body's alarm systems and is accompanied by mental disorders, particularly an emotional mind classified since ancient times as nervousness, foreboding and even patibular. With acceleration of psychic time, it disturbs sleep, hunger and appetite and tranquility. It modifies the course of thought and memory of fixation and evocation, which can lead to confusion.

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1.8 Theoretical framework Communicative Approach

In Larsen-Freeman (1986) we find the most important ideas that are vital in the teaching of the English language:

“When we communicate, we use the language to fulfill certain functions, such as arguing, persuading or promising. Even more so if these actions are carried out in a social context."

“The goal is to make students communicatively competent. That they are able to use the language appropriately in a given social context. "

“Almost everything that is done is done with a communicative intention. Students use the language through communicative activities such as games, role play, problem solving tasks, information completion, alternatives and feedback. "

In addition, the material to be used must be authentic and novel. Meanwhile, student confidence must be enhanced through opportunities for social interactions with their peers and teacher.

The Natural Approach: The affective filter hypothesis

According to Krashen, there are affective variables that are related to second language achievement. In this way, performers with certain types of motivation, usually, but not always “integrative” do better in second language acquisition. Also, the best situations for language acquisition are those which encourage lower anxiety levels.

Theoretical approaches to the etiology of anxiety

There are different clinical pictures in which anxiety is the fundamental symptom. Among them would be the panic attack disorder, in which anxiety occurs episodically as palpitations, a feeling of suffocation, instability, tremors or fear of dying; generalized anxiety disorder, with a permanent state of anxiety; the phobic disorder, with specific or nonspecific fears;

obsessive-compulsive disorder, with “intrusive” and unpleasant ideas that can be accompanied by ritual acts that reduce the anguish of the obsession (washing many times for fear of catching it, checking doors or plugs, continuous doubts); acute or post-traumatic stress reactions; and adjustment disorders to adverse life situations.

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According to Miguel, J. (1996) anxiety is divided into:

1. Cognitive-subjective: Worry, Insecurity, Fear, Negative thoughts: inferiority and disability, Difficulty in making decisions. Difficulty concentrating, general feeling of disorganization or loss of control over the environment, accompanied by difficulty thinking clearly.

2. Physiological:

Cardiovascular symptoms: palpitations, fast or erratic pulse, high blood pressure, hot flashes.

Respiratory symptoms: feeling of suffocation, dyspnea, rapid and shallow breathing, chest tightness.

Gastrointestinal S.: nausea, vomiting, diarrhea, aerophagia, digestive discomfort.

S. genitourinary: frequent urination.

S. Neuromuscular: muscle tension, tremors, tingling, tension headache, excessive fatigue.

S. neurovegetatives: dry mouth, excessive sweating, dizziness.

3. Motor: Hyperactivity, sudden movements, clumsy and disorganized movements, stuttering and other difficulties in speaking, avoidance behaviors.

The "Language Anxiety".

Horwitz (1986) investigated on the anxiety before the language “LANGUAGE ANXIETY”, which we will develop next:

For a few years now, there has been an increase in the investigation of affective variables that surround the learning of foreign languages.

In more recent years, in particular, the concept of language anxiety has been gaining both visibility and empirical evidence, and this is possibly due to the frequency with which such anxiety can make an appearance in the foreign language class since many teachers did not find an answer to the question of why some people with adequate skills in learning and in the use of the language, found the study and use of an L2 so uncomfortable and difficult.

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This difficulty can become even more evident if oral skills are emphasized, if communicative competence is given priority in classes, and if students have to take and pass formal oral exams in the target language.

Young (1999: XII) responds to the above as follows:

“I think that the answer to this question is in the nifty position that students have out of necessity. The essence of learning a foreign language is the transmission of personally meaningful and appropriate conversational messages through phonological, syntactic, semantic and sociolinguistic systems that they do not master. "

One of the first problems associated with the investigation of the relationship between anxiety and language learning has been that the anxiety that was originally studied was not what we now consider language anxiety, but referred to anxiety in general, so his results were never conclusive.

For Horwitz et al., (1986) anxiety springs from three main sources: communicative apprehension, fear of a negative evaluation by others and anxiety before tests. But Horwitz (1986) does not see language anxiety as a simple transfer of these elements to the classroom, but as:

"A unique complex of self-perceptions, beliefs, feelings and behaviors related to language learning in the classroom and which is derived from the specificity inherent in such learning."

Gardner and MacIntyre (1991) were able to show that language anxiety is different from other types of general anxiety and that there was a negative correlation between such anxiety and how certain tasks were performed in L2. This negative correlation did not appear when the anxiety that was measured was the general one. His definition of the construct is reflected in the following terms:

"The fear or apprehension that arises when a student has to perform a performance in their second language or in a foreign language."

This anxiety is directly related to performance in the target language, it is not therefore an anxiety related to general performance.

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In the same way, it has been proposed to find out if this anxiety is always harmful or if, on the contrary, there is an anxiety that we could call useful or enabling. As far as we know today, anxiety can manifest itself as a transitory episode of fear in the classroom when the student has to act in L2.

This anxiety is temporary and tends to decrease, but apparently, this does not happen with all students. When these situations are repeated, anxiety becomes a trait.

Apprehension to communication is associated with the measure that students feel when communicating with people orally. This term adapted to the learning of a second or foreign language plays a very important role, since participating orally in a different language can generate in students a lack of control in communication as a consequence of the constant monitoring to which they feel subjected (Horwitz et al. , 1986). In addition to this, in the classroom context, students are required to constantly participate in activities to develop communicative competence, such as oral presentations, debates, speaking voluntarily, contributing to the lessons by asking and answering questions from others.

Test anxiety refers to a type of fear that students experience of failing to be tested. Horwitz et al. (1986) argue that students who suffer from this type of anxiety are often demanding of themselves and consider a regular grade a failure. Individuals who experience this type of anxiety find it difficult to learn an L.E, since assessments are frequent in classroom contexts.

The fear of being evaluated negatively refers to the fear that individuals feel when being evaluated by others or being evaluated negatively, which entails avoiding exposure to any evaluative situation. This type of anxiety can occur in social contexts and in assessment situations (Horwitz et al., 1986). With respect to classroom environments, students who suffer from this type of anxiety are passive, which hinders the development of their language skills, resulting in dropping out of studies to avoid situations that generate anxiety.

(Licetkiami, E., 2012)

Vygotsky's Sociocultural Theory

The dependence of the development of thought and language on the means of thought and the child's sociocultural experience. The development of internal language is fundamentally determined from the outside, the development of the child's logic is, as Piaget's research has shown, a direct function of his socialized language. We could say like this: the child's thinking evolves as a function of the domain of the social media of thought, that is, as a

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Vygotsky's sociocultural theory is based on the following fundamental concepts.

Mental functions

Mental functions can be superior or inferior.

• Lower mental functions refer to those functions with which each individual is born, and the

• Higher mental functions are those that are acquired or developed through social interaction.

Thinking tools

Thinking tools refer to all those socially constructed tools that allow thinking to be stimulated or optimized.

There are two types of essential tools:

• Psychological tools: language, numbers and symbol systems in general. Others also apply such as social conventions, norms, maps, works of art, diagrams, etc.

• Technical tools: all kinds of material tools such as pencils, papers, machines, instruments, etc.

Mediation

Mediation refers to the interaction processes developed by the subject through:

• Instrumental mediations, that is, the tools of thought, whether technical or psychological;

• Social mediations, that is, human relationships (father, mother, teachers, etc).

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II. MATERIAL Y METHOD

2.1 Object of study

The object of study of this research is the anxiety when speaking in students of the Quirihuac School.

2.2 Instrumentation Instruments

The FLCAS initially consists of 33 items on a Likert-type rating scale from 1 to 5. The instrument designed by Horwitz (1986) is based on an analysis of potential sources of anxiety in the classroom, integrating three related types of anxiety (apprehension before the act of communication, anxiety before the exams and fear of negative evaluation) and identifies four dimensions:

A) Communicative apprehension. It indicates anxiety, shyness and bodily reactions when speaking in a foreign language, increasing when dealing with students with a shy personality.

In their study of apprehension in communication, Mejias, Applbaum, Appelbaum, and Trotter (1991) examined 429 college students and 284 high school students in Edinburg, Texas. From the personal reports of the subjects Mejías et al. (1991) concluded that apprehension about communication increases as we move from more informal and personal contexts to more formal and less personal ones. Students with lower oral skills do not receive as much reinforcement and support from the teacher and participate in fewer activities than students who are more proficient in speaking. Difficulty speaking in a group or in front of the public (stage fright) or hearing or assimilating a spoken message (receiver anxiety) are different manifestations of apprehension about communication and often occur in the foreign language class (Horwitz and Cope 1986). These students tend to be involved in evasion strategies in the language learning process (Argaman and Abu-Rabia, 2002).

B) Anxiety about SL learning processes and situations. Test anxiety is defined as fear or apprehension about academic evaluation. For Horwitz and Cope (1986), test anxiety causes performance anxiety and has its origin in the fear of failure in the foreign language class.

Students with high levels of test anxiety usually make unrealistic and unattainable demands on themselves. They think that anything less than a perfect exam is a failure. Therefore, they

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stressed and manifest higher levels of anxiety when the test results can condition the obtaining of a scholarship or a good job at the end of their studies (Cheng et al., 1999; Young, 1999).

C) Confidence in the use of the foreign language outside and inside the classroom. It is made up of items that reflect the student's comfort when using the English language at school or with native speakers outside the learning context. The naturalness with which students use the foreign language is an element that shows the degree of assimilation of the new code.

Many times this naturalness is undermined by the fear of making mistakes and not being accepted communicatively by the receiver of the message. In classroom situations, it is necessary to take into account the difficulty of changing the code with classmates who share the same native language and with whom there is a level of acceptance based on the use of said code. Young (1991) concludes that as anxiety levels increase, oral practice is negatively affected.

D) Negative attitudes towards learning. Many students consider foreign language classes as one of the most complicated subjects of all those taken throughout their academic lives and in which they have suffered blockages in their cognitive processes most frequently (Argaman and Abu-Rabia, 2002; Horwitz and Cope, 1986). Facing a foreign language with which they are unfamiliar, fear of negative feedback from classmates and teachers, as well as low self-esteem, are all factors that cause a feeling of discomfort in the classroom. As anxiety levels increase, the student's learning capacity decreases and, in the same way, the more negative experiences accumulate in the foreign language class, the level of anxiety continues to increase (Liu and Huang, 2011; MacIntyre, 1995 ).

Procedures

It was carried out through the following actions:

- Determine the population to examine.

- Test application: FLCAS.

- Consolidate the answers obtained from the students.

- Determine the score for each indicator and aspect of the language to obtain the final mark for the test.

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Statistic treatment

The instrument on Anxiety when speaking the English language was applied to the students before applying the Freely Talking program and after this strategy the post-test was applied in which it was determined if the program was effective in reducing anxiety when speaking the language English in the students of Quirihuac School.

• The sample was evaluated by statistical sampling for convenience.

• The tests that were applied to the research sample were developed and validated.

• Descriptive statistics were considered: absolute and relative frequency tables and graphs.

• To verify the hypothesis, the test was applied, the Wilcoxon test was used in order to determine if significance was found between the pre and post test:

• Two groups that differ significantly from each other based on the averages of one variable were considered. In addition, the null hypothesis can be rejected and the investigation can be accepted at a significant level p <0.05.

2.3 Methods and techniques Design of the research

An experimental design is taken into account where a single evaluation group is applied in which it is sought to determine the influence of the “freely talking” Program, based on the Communicative Approach in reducing anxiety when speaking, in students of the Quirihuac school, 2020.

M: O1 --- x --- O2

Where:

O1: Pre test (Test FLCAS) O2: Pos test (Test FLCAS) X : Programme Freely Talking

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Material of study Population

The population which the research was developed was 57 students who are in the fifth grade of Secondary Education of the School 81524, Quirihuac.

Being as follows the groups formed: Fifth grade "A" of the School 81524 consisting of 29 students: 18 women and 11 men between 15 and 16 years old; and as fifth grade "B" of the same School made up of 28 students, of which 16 are women and 12 men between 15 and 16 years old.

Sample

For the study sample, the fifth grade classroom “B” was considered the one that was randomly selected.

Unit of analysis:

Each of the fifth grade “B” students from the Quirihuac School.

Method and technique Method

- Inductive:

In the present investigation, this method is evidenced from specific data such as the bibliographic collection on the subject of study and the observation technique to record the level of anxiety when speaking English (Hernández, et al., 2016).

- Deductive:

In the development of the research, it starts from the general with regard to the reduction of anxiety, from the pre-test and post-test applied to the students of the 5th. grade “B”

(Hernández, et al., 2016).

- Specific method

Experimental, because a single study group is considered and which is evaluated before and after, prior to a stimulating effect such as a workshop or program (Hernández, et al., 2016).

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Technique

- The observation that is translated into a visual record of what happens in reality, in the empirical evidence.

- This technique allows us to observe what happens in reality in the established classroom (Hernández, et al., 2016).

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III. RESULTS Y DISCUSSIÓN 3.1 Results

Table 1

Evaluation of the Pre and Post test after applying the “Freely Talking” Program

Anxiety when speaking Pre test Post test

N° % N° %

Low anxiety 4 14.29 14 50.0

Medium anxiety 10 35.71 9 32.14

High anxiety 14 50.0 5 17.86

Total 28 100.0 28 100.0

Source: Scale FLCAS (anxiety experienced by the learner in oral communication)

Description: In the levels of anxiety when speaking the English language in students of Quirihuac School, in the pre-test 50% are located at the high level, 35.71% at the medium level and 14.29% for the low level, in the post-test the Results are inverted as a result of the

“Freely Talking” Program, which reduced anxiety levels, finding 50.0% at the low level, 32.14% at the medium level and 17.86% at the high level.

Graphic 1:

Evaluation of the Pre and Post test after applying the “Freely Talking” Program

Source: Table 1

0 10 20 30 40 50

Pre test Post test

14.3%

50%

35.7% 32.1%

50%

17.9%

Porcentaje de estudiantes

Nivel de ansiedad al hablar Baja Media Alta

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Table 2

Evaluation of the Pre and Post test after applying the "Freely Talking" Program in the dimension "Confidence in the use of the foreign language"

"Confidence in the use of the foreign language"

Pre test Post test

N° % N° %

Low anxiety 5 17.86 13 46.43

Medium anxiety 9 32.14 8 28.57

High anxiety 14 50.0 7 25.0

Total 28 100.0 28 100.0

Description: Regarding the anxiety levels when speaking the English language in students of Quirihuac School, in the pre-test 50% are located at the high level, 32.1% at the medium level and 17.9% for the low level, at the post test results are reversed as a product of the

"Freely Talking" Program which reduced anxiety levels, finding 46.43% at the low level, 28.57% at the medium level and 25% at the high level.

Graphic 2: Evaluation of the Pre and Post test after applying the "Freely Talking"

Program in the dimension "Confidence in the use of the foreign language"

Source: Table 2

0 10 20 30 40 50

Pre test Post test

17.9%

46.43%

32.1% 28.57%

50%

25%

“Seguridad en el uso de la lengua extranjera”

Baja Media Alta

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Table 3

Evaluation of the Pre and Post test after applying the "Freely Talking" Program in the dimension "Communicative Apprehension"

“Communicative Apprehension”

N° % N° %

Low anxiety 4 14.29 15 53.57

Medium anxiety 8 28.57 7 25.0

High anxiety 16 57.14 6 21.43

Total 28 100.0 28 100.0

Description: Regarding the anxiety levels when speaking the English language in students of Quirihuac School, in the pre-test 57.1% are located in the high level, 28.6% in the medium level and 14.3% for the low level, in the post test results are reversed as a product of the

"Freely Talking" Program which reduced anxiety levels, finding 53.57% at the low level, 25% at the medium level and 21.43% at the high level.

Program in the dimension "Communicative Apprehension"

Source: Table 3

0 10 20 30 40 50 60

Pre test Post test

14.3%

53.57%

28.6% 25%

57.1%

21.43%

“Aprensión comunicativa”

Baja Media Alta

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Table 4

Evaluation of the Pre and Post test after applying the "Freely Talking" Program in the dimension "Anxiety in the processes and learning situations of Foreign Language ”

“Anxiety in the

processes and learning situations of Foreign Language”

N° % N° %

Low anxiety 6 21.43 14 50.0

Medium anxiety 7 25.0 9 32.14

High anxiety 15 53.57 5 17.86

Total 28 100.0 28 100.0

Description: Regarding the levels of anxiety when speaking the English language in students of Quirihuac School, in the pre-test, 53.6% are located in the high level, 25% in the medium level and 21.4% for the low level, in the post Test results are inverted as a result of the “Freely Talking” Program which reduced anxiety levels, finding 50% at the low level, 32.14% at the medium level and 17.86% at the high level.

Program in the dimension "Anxiety in the processes and learning situations of Foreign Language ”

Source: Table 4

0 10 20 30 40 50 60

Pre test Post test

21.4%

50%

25%

32.14%

53.6%

17.86%

“Ansiedad ante los procesos y situaciones de aprendizaje de la LE Baja Media Alta

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Table 5

Evaluation of the Pre and Post test after applying the "Freely Talking" Program in the dimension "Negative attitudes towards learning"

"Negative attitudes towards learning"

N° % N° %

Low anxiety 5 17.86 13 46.43

Medium anxiety 9 32.14 9 32.14

High anxiety 14 50.0 6 21.43

Total 28 100.0 28 100.0

Description: In the levels of anxiety when speaking the English language in students of the Quirihuac School, in the pre-test 50% are located in the high level, 32.1% in the medium level and 17.9% for the low level, in the post test results are reversed as a result of the “Freely Talking” Program which reduced anxiety levels, finding 46.4% at the low level, 32.1% at the medium level and 21.4% at the high level.

Program in the dimension "Negative attitudes towards learning"

Source: Table 5

0 10 20 30 40 50

Pre test Post test

17.9%

46.4%

32.1% 32.1%

50%

21.4%

"Actitudes negativas hacia el aprendizaje"

Baja Media Alta

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Hypothesis Testing

a. General hypothesis testing

H1: The application of the “Freely Talking” Program, based on the Communicative Approach, would reduce anxiety when speaking, in students of Quirihuac school, 2020.

Ho: The application of the “Freely Talking” Program, based on the Communicative Approach, would not reduce anxiety when speaking, in students of Quirihuac school, 2020.

Table 6.

Wilcoxon test to determine if there is a significant difference between the pre and post test of the level of anxiety when speaking in students of the Quirihuac school, 2020.

Estadísticos de prueba^a VAR00002 -

VAR00001

Z -4,153^b

Sig. asintótica (bilateral) ,000 a. Prueba de Wilcoxon de los rangos con signo

b. Se basa en rangos positivos.

Conclusion: In the experimental group, we can say that, as the value of p (Sig. Asymptot.

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program “Freely Talking”, based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in students of Quirihuac School.

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b. Specific hypothesis testing

Specific hypothesis 1

H1: The application of the “Freely Talking” Program, based on the Communicative Approach, reduces anxiety when speaking the English language in the dimension

“Confidence in the use of the foreign language”, in students of Quirihuac school, 2020.

Ho: The application of the “Freely Talking” Program, based on the Communicative Approach, does not reduce anxiety when speaking the English language in the dimension

“Confidence in the use of the foreign language”, in students of Quirihuac school, 2020.

Table 7.

Wilcoxon test to determine if there is a significant difference between the pre and post test of the level of anxiety when speaking in the dimension "Safety in the use of a foreign language" in students of the Quirihuac school, 2020.

VAR00001

Z -3,830^b

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program "Freely Talking", based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Safety in the use of the foreign language" students of the Quirihuac School.

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H1: The application of the “Freely Talking” Program, based on the Communicative Approach, reduces anxiety when speaking the English language in the “Communicative Apprehension” dimension, in students of Quirihuac school, 2020.

Ho: The application of the "Freely Talking" Program, based on the Communicative Approach, does not reduce anxiety when speaking the English language in the

"Communicative Apprehension" dimension, in students of Quirihuac school, 2020.

Table 8.

Wilcoxon test to determine if there is a significant difference between the pre and post test of the level of anxiety when speaking in the dimension "Communicative apprehension" in students of Quirihuac school, 2020.

VAR00001

Z -3,881^b

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program "Freely Talking", based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Communicative Apprehension" students of Quirihuac school.

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H1: The application of the “Freely Talking” Program, based on the Communicative Approach, reduces anxiety when speaking the English language in the dimension “Anxiety about SL learning processes and situations”, in students of the Quirihuac school, 2020.

“Anxiety in the face of SL learning processes and situations”, in students of the Quirihuac school, 2020.

Table 9.

Wilcoxon test to determine if there is a significant difference between the pre and post test of the level of anxiety when speaking in the dimension "Anxiety in the face of SL learning processes and situations" in students of the Quirihuac school, 2020.

VAR00001

Z -3,914^b

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program "Freely Talking", based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Anxiety in the face of SL learning processes and situations" students of Quirihuac school.

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H1: The application of the “Freely Talking” Program, based on the Communicative Approach, reduces anxiety when speaking the English language in the dimension “Negative attitudes towards learning”, in students of the Quirihuac school, 2020.

“Negative attitudes towards learning”, in students of the Quirihuac school, 2020.

Table 10.

Wilcoxon test to determine if there is a significant difference between the pre and post test of the level of anxiety when speaking in the dimension “Negative attitudes towards learning” in students of the Quirihuac school, 2020.

VAR00001

Z -3,933^b

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program "Freely Talking", based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Negative attitudes towards learning" students of Quirihuac School.

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3.2 DISCUSSION

The research was carried out in students who are in the fifth grade of Secondary Education of the School 81524, Quirihuac. This study has paid attention to the presence of anxiety in foreign language learning. The most significant contribution is to show the level of anxiety of 28 students in the fifth grade of secondary education, who learn English in the School 81524 of Quirihuac.

Thus, an evaluation of the Pre and Post test is made after applying the "Freely Talking"

Program, based on the Communicative Approach in reducing anxiety levels when speaking the English language in students of Quirihuac School, where it is observed that in the anxiety levels in the pre-test 50% are located in the high level, 35.71% in the medium level and 14.29% for the low level, in the post-test the results are reversed as a result of the “Freely Talking Program ”Which reduced anxiety levels, finding 50.0% at the low level, 32.14% at the medium level and 17.86% at the high level.

Therefore, the general objective has been verified, where we can indicate that, since the value of p (Sig. Asymptot. (Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to raise that the “Freely Talking” Program, based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in students of Quirihuac School.

On the other hand, Jave (2017), similarly to the present investigation, confirm the importance that exists between these two variables. Something very important to note is the fact that the author limits in her results that the research had significant decreases in the different dimensions of anxiety in learning the English language. But, as we could see in the results of the present research, the variables had a meaningful change and decreases were not reported.

Similarly, Rubio and Fernando (2002) through the analysis of the results, it is evidenced as the main conclusion that the positive reevaluation technique helps to reduce anxiety in the oral exam, thus confirming the hypothesis raised in this research. The implementation of this technique does not imply any considerable change in the design of the oral assessment exam, nor is it temporarily costly for the examiner, thus, it can be easily applied in these types of exams.

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In the first specific objective that corresponds to the first dimension where the Pre and Post test evaluation is carried out after applying the “Freely Talking” Program, based on the Communicative Approach in reducing anxiety levels when speaking the English language in the dimension "Confidence in the use of the foreign language". It was found that the levels of anxiety when speaking the English language in students of Quirihuac School, in the pre- test, 50% are located in the high level, 32.1% in the medium level and 17.9% for the low level, in the pos test results are reversed as a product of the "Freely Talking" Program which reduced anxiety levels, finding 46.43% at the low level, 28.57% at the medium level and 25% at the high level.

In addition, in the experimental group, we can say that, since the value of p (Sig. Asymptot.

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to suggest that the Program "Freely Talking", based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Confidence in the use of a foreign language" students of Quirihuac school.

Confidence in the use of the foreign language outside and inside the classroom refers to those aspects that show the comfort of a student when using the foreign language in the classroom or outside the context of learning with native speakers. One of the aspects that reflects the degree of assimilation of this new language is its naturalness, since on many occasions it is affected by the fear of making mistakes or not being accepted communicatively by the other person. Specifically, in the classroom, it is necessary to understand how difficult it is for students to speak in the foreign language with people of the same native language.

Similarly, Jave (2017), in the reduction of anxiety levels when speaking the English language in the dimension "Confidence in the use of the foreign language", where the conclusions have, likewise, relevance and again confirm the importance that exists between security in the use of the foreign language after applying a strategy to reduce anxiety when speaking the English language. Something very important to note is the fact that the author limits in her results that the research had significant decreases in the different dimensions of anxiety in learning the English language. This represents a good precedent for the present hypothesis.

In the second specific objective, in the second dimension that corresponds to the evaluation

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Communicative Approach in reducing anxiety levels when speaking the English language in the dimension "Communicative apprehension" in students of Quirihuac School.

Therefore, in the levels of anxiety when speaking the English language in students of Quirihuac School, in the pre-test 57.1% are located in the high level, 28.6% in the medium level and 14.3% for the low level, in the post-test, the results are inverted as a result of the

“Freely Talking” Program, which reduced anxiety levels, finding 53.57% at the low level, 25% at the medium level and 21.43% at the high level.

Thus, in the experimental group, we can say that, since the value of p (Sig. Asymptot.

(Biateral)) is less than 0.05, then the null hypothesis is rejected and it is concluded that there is sufficient evidence to state that the "Freely Talking" Program, based on the Communicative Approach, significantly reduces the level of anxiety when speaking the English language in the dimension "Communicative Apprehension" students of Quirihuac School.

It is those aspects that indicate that they indicate shyness, bodily reactions or anxiety when speaking in a foreign language, being more notable in shy students. After studying the subject, Gómez (2017) deduced that apprehension about communication increases as personal and informal contexts become formal and less personal. Different manifestations of this type of apprehension are stage fright or the receiver's anxiety when assimilating or listening to an oral message, and it was evidenced in these students during the initial stage of the lessons, in which, students were still showing shyness.

Castañeda (2017) considers one of his evaluation aspects to be communicative apprehension, where he reaches important conclusions in which he considers that the methodology of activities based on multiple intelligences used in the experimental group for the improvement of oral production skill in the English language in the students of the National University of Trujillo is effective since they generate results greater than 75% of the results obtained in the pre-test, as well as it is reflected in the statistical analysis, with a highly significant difference (p = 0.000) between the Pre-test and Post-test results.

In the third specific objective, of the third dimension, in the evaluation of the Pre and Post test after applying the "Freely Talking" Program, based on the Communicative Approach in reducing anxiety levels when speaking the English language in the dimension "anxiety about SL learning processes and situations". It was found that in the levels of anxiety when