Recepção: 09-04-202
Aprovação: 15-05-2026
pág. 414
DOI: https://doi.org/10.61616/rvdc.v7i2.1570
Actitudes de los estudiantes universitarios zillennials hacia el
aprendizaje del inglés: estudio comparativo y propuesta pedagógica
responsiva para la enseñanza de EFL en educación superior
Rafaela María Vinueza Beltran
https://orcid.org/0000-0002-2375-1574
rvinueza@yachaytech.edu.ec
Yachay Tech University
Gabriela Villavicencio Gordon
https://orcid.org/0009-0002-6007-5998
lvillavicencio@yachaytech.edu.ec
Yachay Tech University
David Enrique Montenegro Montenegro
https://orcid.org/0009-0009-2549-7256
dmontenegro@yachaytech.edu.ec
Yachay Tech University
pág. 415
RESUMEN
El aprendizaje del inglés en la educación superior continúa siendo una prioridad académica,
profesional e institucional en muchos contextos latinoamericanos. En Ecuador, el dominio del
inglés suele asociarse con la empleabilidad, la internacionalización, el acceso al conocimiento
científico, las oportunidades de posgrado y la movilidad académica. Sin embargo, los
estudiantes universitarios suelen aproximarse al aprendizaje del inglés con actitudes
complejas y, en ocasiones, contradictorias. Muchos reconocen el valor del idioma, pero
también pueden presentar resistencia, ansiedad, fatiga emocional, miedo a hablar, baja
participación, dependencia de traductores o herramientas de inteligencia artificial, y
frustración frente a metodologías tradicionales centradas en la gramática. Este artículo
examina las actitudes de los estudiantes universitarios zillennials hacia el aprendizaje del
inglés y las compara con hallazgos de otros contextos universitarios de enseñanza de inglés
como lengua extranjera. A través de una revisión conceptual y comparativa de literatura sobre
actitudes estudiantiles, motivación, ansiedad, estrés académico, participación, herramientas
digitales, inteligencia artificial y pedagogía responsiva, se argumenta que la resistencia
estudiantil no debe interpretarse únicamente como pereza o falta de disciplina. Más bien,
puede entenderse como información pedagógica que evidencia la necesidad de una
enseñanza del inglés emocionalmente segura, académicamente rigurosa, tecnológicamente
responsable y relevante para la vida académica y profesional de los estudiantes. Finalmente,
se propone el modelo CARE-R —Conexión, Autonomía, Relevancia, Retroalimentación basada
en evidencia y Rutinas— como un marco práctico para apoyar a los aprendices zillennials y, al
mismo tiempo, proteger el bienestar docente.
Palabras clave: zillennials; inglés como lengua extranjera; educación superior; actitudes
estudiantiles; ansiedad; motivación; inteligencia artificial; pedagogía responsiva; Ecuador.
Licencia
Este trabajo está bajo una licencia Creative Commons Attribution 4.0 International.
RESUMEN
El aprendizaje del inglés en la educación superior continúa siendo una prioridad académica,
profesional e institucional en muchos contextos latinoamericanos. En Ecuador, el dominio del
inglés suele asociarse con la empleabilidad, la internacionalización, el acceso al conocimiento
científico, las oportunidades de posgrado y la movilidad académica. Sin embargo, los
estudiantes universitarios suelen aproximarse al aprendizaje del inglés con actitudes
complejas y, en ocasiones, contradictorias. Muchos reconocen el valor del idioma, pero
también pueden presentar resistencia, ansiedad, fatiga emocional, miedo a hablar, baja
participación, dependencia de traductores o herramientas de inteligencia artificial, y
frustración frente a metodologías tradicionales centradas en la gramática. Este artículo
examina las actitudes de los estudiantes universitarios zillennials hacia el aprendizaje del
inglés y las compara con hallazgos de otros contextos universitarios de enseñanza de inglés
como lengua extranjera. A través de una revisión conceptual y comparativa de literatura sobre
actitudes estudiantiles, motivación, ansiedad, estrés académico, participación, herramientas
digitales, inteligencia artificial y pedagogía responsiva, se argumenta que la resistencia
estudiantil no debe interpretarse únicamente como pereza o falta de disciplina. Más bien,
puede entenderse como información pedagógica que evidencia la necesidad de una
enseñanza del inglés emocionalmente segura, académicamente rigurosa, tecnológicamente
responsable y relevante para la vida académica y profesional de los estudiantes. Finalmente,
se propone el modelo CARE-R —Conexión, Autonomía, Relevancia, Retroalimentación basada
en evidencia y Rutinas— como un marco práctico para apoyar a los aprendices zillennials y, al
mismo tiempo, proteger el bienestar docente.
Palabras clave: zillennials; inglés como lengua extranjera; educación superior; actitudes
estudiantiles; ansiedad; motivación; inteligencia artificial; pedagogía responsiva; Ecuador.
Licencia
Este trabajo está bajo una licencia Creative Commons Attribution 4.0 International.
pág. 416
ABSTRACT
English language learning in higher education remains a central academic, professional, and
institutional priority in many Latin American contexts. In Ecuador, English proficiency is
commonly associated with employability, internationalization, access to scientific knowledge,
postgraduate opportunities, and academic mobility. However, university students often
approach English learning with complex and sometimes contradictory attitudes. Many learners
recognize the value of English, yet they may also display resistance, anxiety, emotional fatigue,
fear of speaking, low participation, dependence on translation tools or artificial intelligence,
and frustration with traditional grammar-centered instruction. This article examines the
attitudes of Zillennial university students toward English learning and compares these
attitudes with findings from other university English as a Foreign Language contexts. Through
a conceptual and comparative review of literature on student attitudes, motivation, anxiety,
academic stress, learner engagement, digital tools, artificial intelligence, and responsive
teaching, this paper argues that student resistance should not be interpreted only as laziness
or lack of discipline. Rather, it can be understood as pedagogical information that reveals the
need for emotionally safe, academically rigorous, technologically responsible, and
professionally relevant English instruction. The article proposes the CARE-R model—
Connection, Autonomy, Relevance, Evidence-based feedback, and Routines—as a practical
framework to support Zillennial learners while also protecting teacher well-being. The paper
concludes that responsive EFL pedagogy must address both language development and the
emotional conditions that make language learning sustainable.
Keywords: Zillennials; English as a Foreign Language; higher education; student attitudes;
anxiety; motivation; artificial intelligence; responsive teaching; Ecuador.
License
This work is licensed under a Creative Commons Attribution 4.0 International license.
ABSTRACT
English language learning in higher education remains a central academic, professional, and
institutional priority in many Latin American contexts. In Ecuador, English proficiency is
commonly associated with employability, internationalization, access to scientific knowledge,
postgraduate opportunities, and academic mobility. However, university students often
approach English learning with complex and sometimes contradictory attitudes. Many learners
recognize the value of English, yet they may also display resistance, anxiety, emotional fatigue,
fear of speaking, low participation, dependence on translation tools or artificial intelligence,
and frustration with traditional grammar-centered instruction. This article examines the
attitudes of Zillennial university students toward English learning and compares these
attitudes with findings from other university English as a Foreign Language contexts. Through
a conceptual and comparative review of literature on student attitudes, motivation, anxiety,
academic stress, learner engagement, digital tools, artificial intelligence, and responsive
teaching, this paper argues that student resistance should not be interpreted only as laziness
or lack of discipline. Rather, it can be understood as pedagogical information that reveals the
need for emotionally safe, academically rigorous, technologically responsible, and
professionally relevant English instruction. The article proposes the CARE-R model—
Connection, Autonomy, Relevance, Evidence-based feedback, and Routines—as a practical
framework to support Zillennial learners while also protecting teacher well-being. The paper
concludes that responsive EFL pedagogy must address both language development and the
emotional conditions that make language learning sustainable.
Keywords: Zillennials; English as a Foreign Language; higher education; student attitudes;
anxiety; motivation; artificial intelligence; responsive teaching; Ecuador.
License
This work is licensed under a Creative Commons Attribution 4.0 International license.
pág. 417
INTRODUCTION
English language learning in higher education has become a strategic academic, professional,
and institutional concern. In a globalized world shaped by internationalization, academic
mobility, scientific production, digital communication, and professional competitiveness,
English functions as a key instrument for accessing information, employment, research,
postgraduate opportunities, and international collaboration. In Ecuador, as in many Latin
American contexts, English proficiency is commonly associated with academic quality,
employability, professional advancement, and participation in global knowledge networks.
Nevertheless, the importance attributed to English does not always translate into positive
student attitudes, sustained motivation, or active participation in university classrooms.
In daily teaching practice, many students acknowledge that English is necessary for their
future; however, this awareness does not always become commitment, discipline, or
communicative effort. In university English as a Foreign Language (EFL) classrooms, it is
common to observe students who avoid speaking, depend heavily on automatic translators,
use artificial intelligence tools without linguistic reflection, submit assignments they cannot
explain, fear making mistakes, or participate only when activities are graded. These behaviors
create an important pedagogical tension. On the one hand, institutions expect measurable
language proficiency outcomes; on the other hand, teachers must address student resistance,
anxiety, low confidence, emotional fatigue, and learning habits shaped by digital immediacy.
The research problem addressed in this article focuses on how Zillennial university students’
attitudes toward English learning influence their participation, motivation, and language
development in higher education contexts. This problem is relevant because student
resistance is often interpreted in a limited way as laziness, lack of discipline, or lack of interest.
However, from a broader pedagogical perspective, these attitudes may express foreign
INTRODUCTION
English language learning in higher education has become a strategic academic, professional,
and institutional concern. In a globalized world shaped by internationalization, academic
mobility, scientific production, digital communication, and professional competitiveness,
English functions as a key instrument for accessing information, employment, research,
postgraduate opportunities, and international collaboration. In Ecuador, as in many Latin
American contexts, English proficiency is commonly associated with academic quality,
employability, professional advancement, and participation in global knowledge networks.
Nevertheless, the importance attributed to English does not always translate into positive
student attitudes, sustained motivation, or active participation in university classrooms.
In daily teaching practice, many students acknowledge that English is necessary for their
future; however, this awareness does not always become commitment, discipline, or
communicative effort. In university English as a Foreign Language (EFL) classrooms, it is
common to observe students who avoid speaking, depend heavily on automatic translators,
use artificial intelligence tools without linguistic reflection, submit assignments they cannot
explain, fear making mistakes, or participate only when activities are graded. These behaviors
create an important pedagogical tension. On the one hand, institutions expect measurable
language proficiency outcomes; on the other hand, teachers must address student resistance,
anxiety, low confidence, emotional fatigue, and learning habits shaped by digital immediacy.
The research problem addressed in this article focuses on how Zillennial university students’
attitudes toward English learning influence their participation, motivation, and language
development in higher education contexts. This problem is relevant because student
resistance is often interpreted in a limited way as laziness, lack of discipline, or lack of interest.
However, from a broader pedagogical perspective, these attitudes may express foreign
pág. 418
language anxiety, previous negative learning experiences, low academic self-efficacy, fear of
public exposure, technological dependence, or a lack of connection between classroom
activities and students’ academic and professional goals. Therefore, the issue is not simply
whether students want to learn English, but how they experience the process of learning it.
The term Zillennial is used in this article as a pedagogical category rather than a rigid
demographic label. It refers to young adult learners situated between late Millennials and
Generation Z. These students often share characteristics associated with both groups:
familiarity with digital environments, expectation of immediacy, need for flexibility, constant
exposure to social media, sensitivity to public evaluation, frequent use of translators and
artificial intelligence tools, and preference for practical and meaningful learning experiences.
Although not all students in this generational group behave in the same way, the concept helps
explain certain tendencies currently observed in university classrooms.
Addressing this issue is important because English teaching cannot be reduced to grammar
coverage or preparation for standardized assessment. Learning a foreign language involves
cognitive, emotional, social, and technological processes. Anxiety, motivation, learner identity,
use of digital tools, classroom climate, and quality of teacher feedback directly affect students’
willingness to participate and sustain effort. Therefore, understanding Zillennial students’
attitudes toward English learning allows teachers and institutions to design more realistic,
humane, and effective pedagogical responses.
This article is grounded in several complementary theoretical perspectives. First, research on
language learning motivation emphasizes the relationship between identity, agency, future
goals, and learner engagement (Dörnyei & Ushioda, 2021; Mercer & Dörnyei, 2020). Second,
studies on foreign language anxiety show that fear of mistakes, public speaking, and negative
evaluation can significantly affect student performance and participation (Horwitz, 2010; Yu,
language anxiety, previous negative learning experiences, low academic self-efficacy, fear of
public exposure, technological dependence, or a lack of connection between classroom
activities and students’ academic and professional goals. Therefore, the issue is not simply
whether students want to learn English, but how they experience the process of learning it.
The term Zillennial is used in this article as a pedagogical category rather than a rigid
demographic label. It refers to young adult learners situated between late Millennials and
Generation Z. These students often share characteristics associated with both groups:
familiarity with digital environments, expectation of immediacy, need for flexibility, constant
exposure to social media, sensitivity to public evaluation, frequent use of translators and
artificial intelligence tools, and preference for practical and meaningful learning experiences.
Although not all students in this generational group behave in the same way, the concept helps
explain certain tendencies currently observed in university classrooms.
Addressing this issue is important because English teaching cannot be reduced to grammar
coverage or preparation for standardized assessment. Learning a foreign language involves
cognitive, emotional, social, and technological processes. Anxiety, motivation, learner identity,
use of digital tools, classroom climate, and quality of teacher feedback directly affect students’
willingness to participate and sustain effort. Therefore, understanding Zillennial students’
attitudes toward English learning allows teachers and institutions to design more realistic,
humane, and effective pedagogical responses.
This article is grounded in several complementary theoretical perspectives. First, research on
language learning motivation emphasizes the relationship between identity, agency, future
goals, and learner engagement (Dörnyei & Ushioda, 2021; Mercer & Dörnyei, 2020). Second,
studies on foreign language anxiety show that fear of mistakes, public speaking, and negative
evaluation can significantly affect student performance and participation (Horwitz, 2010; Yu,
pág. 419
2024). Third, self-determination theory highlights the importance of autonomy, competence,
and relatedness in sustaining motivation (Ryan & Deci, 2017). Finally, recent research on
artificial intelligence and language learning shows that digital tools can support learning, but
they can also generate dependency when students use them passively or uncritically (Godwin-
Jones, 2022; Woo et al., 2023).
Previous studies show that anxiety, academic stress, and low self-efficacy are relevant factors
in university English learning. Zheng et al. (2024), for example, found that English language
learning anxiety was associated with academic burnout among Chinese university freshmen
and that academic peer support and academic self-efficacy played important mediating roles.
Similarly, Quvanch et al. (2024) identified that EFL speaking anxiety is connected to fear of
evaluation, lack of confidence, and linguistic limitations. Waterhouse et al. (2024) explain that
university students use different strategies to cope with stress, including planning, social
support, emotional regulation, and avoidance. These studies suggest that the challenges
observed in Ecuadorian EFL classrooms are part of a broader international phenomenon in
higher education.
The Ecuadorian context provides a relevant setting for discussing these issues. English is
frequently treated as a requirement for academic advancement and professional
competitiveness, yet students often reach university with uneven levels of proficiency and
previous learning experiences that may not have developed communicative confidence.
Although institutional policies tend to emphasize proficiency goals, classroom realities reveal
that students’ emotional and motivational conditions must also be addressed. In this sense,
English learning in higher education should not be understood exclusively as a linguistic
problem, but as a pedagogical, emotional, and institutional challenge.
2024). Third, self-determination theory highlights the importance of autonomy, competence,
and relatedness in sustaining motivation (Ryan & Deci, 2017). Finally, recent research on
artificial intelligence and language learning shows that digital tools can support learning, but
they can also generate dependency when students use them passively or uncritically (Godwin-
Jones, 2022; Woo et al., 2023).
Previous studies show that anxiety, academic stress, and low self-efficacy are relevant factors
in university English learning. Zheng et al. (2024), for example, found that English language
learning anxiety was associated with academic burnout among Chinese university freshmen
and that academic peer support and academic self-efficacy played important mediating roles.
Similarly, Quvanch et al. (2024) identified that EFL speaking anxiety is connected to fear of
evaluation, lack of confidence, and linguistic limitations. Waterhouse et al. (2024) explain that
university students use different strategies to cope with stress, including planning, social
support, emotional regulation, and avoidance. These studies suggest that the challenges
observed in Ecuadorian EFL classrooms are part of a broader international phenomenon in
higher education.
The Ecuadorian context provides a relevant setting for discussing these issues. English is
frequently treated as a requirement for academic advancement and professional
competitiveness, yet students often reach university with uneven levels of proficiency and
previous learning experiences that may not have developed communicative confidence.
Although institutional policies tend to emphasize proficiency goals, classroom realities reveal
that students’ emotional and motivational conditions must also be addressed. In this sense,
English learning in higher education should not be understood exclusively as a linguistic
problem, but as a pedagogical, emotional, and institutional challenge.
pág. 420
The general objective of this article is to analyze Zillennial university students’ attitudes toward
English learning through a conceptual and comparative review and to propose a responsive
pedagogical approach for EFL higher education. The specific objectives are: first, to examine
how student attitudes, anxiety, motivation, stress, and technology use influence English
learning; second, to compare these issues with findings from other university EFL contexts;
and third, to propose the CARE-R model—Connection, Autonomy, Relevance, Evidence-based
feedback, and Routines—as a practical framework for supporting Zillennial learners while
maintaining academic rigor and protecting teacher well-being.
METHODOLOGY
This article follows a qualitative, conceptual, and comparative review approach. It does not
present original empirical data collected from participants. Instead, it analyzes and synthesizes
recent academic literature related to Zillennial learners, EFL motivation, foreign language
anxiety, academic stress, artificial intelligence, digital learning tools, learner engagement,
responsive pedagogy, and teacher well-being. The purpose of this methodological approach is
to identify recurring patterns across university contexts and use them to formulate a
pedagogical model applicable to EFL higher education.
The study is descriptive and analytical. It is descriptive because it identifies and explains
recurring attitudes and behaviors observed among university EFL learners, such as fear of
speaking, low participation, dependence on translation tools, resistance to grammar-centered
instruction, emotional fatigue, and the need for emotionally safe learning environments. It is
analytical because it interprets these attitudes through relevant theoretical frameworks and
compares them with findings from international studies in higher education and EFL learning.
The design is documentary and non-experimental. The study does not manipulate variables or
evaluate an intervention. Instead, it reviews published literature and organizes findings around
The general objective of this article is to analyze Zillennial university students’ attitudes toward
English learning through a conceptual and comparative review and to propose a responsive
pedagogical approach for EFL higher education. The specific objectives are: first, to examine
how student attitudes, anxiety, motivation, stress, and technology use influence English
learning; second, to compare these issues with findings from other university EFL contexts;
and third, to propose the CARE-R model—Connection, Autonomy, Relevance, Evidence-based
feedback, and Routines—as a practical framework for supporting Zillennial learners while
maintaining academic rigor and protecting teacher well-being.
METHODOLOGY
This article follows a qualitative, conceptual, and comparative review approach. It does not
present original empirical data collected from participants. Instead, it analyzes and synthesizes
recent academic literature related to Zillennial learners, EFL motivation, foreign language
anxiety, academic stress, artificial intelligence, digital learning tools, learner engagement,
responsive pedagogy, and teacher well-being. The purpose of this methodological approach is
to identify recurring patterns across university contexts and use them to formulate a
pedagogical model applicable to EFL higher education.
The study is descriptive and analytical. It is descriptive because it identifies and explains
recurring attitudes and behaviors observed among university EFL learners, such as fear of
speaking, low participation, dependence on translation tools, resistance to grammar-centered
instruction, emotional fatigue, and the need for emotionally safe learning environments. It is
analytical because it interprets these attitudes through relevant theoretical frameworks and
compares them with findings from international studies in higher education and EFL learning.
The design is documentary and non-experimental. The study does not manipulate variables or
evaluate an intervention. Instead, it reviews published literature and organizes findings around
pág. 421
key categories of analysis. These categories include student attitudes toward English learning,
language learning motivation, foreign language anxiety, academic stress, peer support, self-
efficacy, digital tool use, artificial intelligence, responsive teaching, and teacher well-being.
The sources selected for this review include peer-reviewed articles, academic books,
institutional documents, and recent studies published in applied linguistics, EFL education,
psychology of language learning, educational technology, and higher education. Priority was
given to sources published from 2020 onward when addressing current issues such as artificial
intelligence, academic stress, learner engagement, and contemporary EFL teaching.
Foundational works were also included when necessary, especially in relation to motivation,
anxiety, self-determination theory, and foreign language learning.
The inclusion criteria were the following: studies or books related to EFL or second language
learning; research focused on university students or higher education when available;
publications addressing motivation, anxiety, stress, engagement, digital tools, or artificial
intelligence; and sources offering pedagogical implications for language teaching. The
exclusion criteria included non-academic websites, opinion pieces without scholarly support,
sources not directly connected to EFL learning or higher education, and publications without
clear relevance to the categories of analysis.
Ethical considerations were also taken into account. Since this article does not report data from
human participants, informed consent was not required. However, the study avoids presenting
unsupported claims about students and does not attribute attitudes to all individuals in a
generation. The term Zillennial is used cautiously as a pedagogical lens, not as a fixed identity
or stereotype. This distinction is important because generational categories can be useful for
analysis but may become reductive if applied uncritically.
key categories of analysis. These categories include student attitudes toward English learning,
language learning motivation, foreign language anxiety, academic stress, peer support, self-
efficacy, digital tool use, artificial intelligence, responsive teaching, and teacher well-being.
The sources selected for this review include peer-reviewed articles, academic books,
institutional documents, and recent studies published in applied linguistics, EFL education,
psychology of language learning, educational technology, and higher education. Priority was
given to sources published from 2020 onward when addressing current issues such as artificial
intelligence, academic stress, learner engagement, and contemporary EFL teaching.
Foundational works were also included when necessary, especially in relation to motivation,
anxiety, self-determination theory, and foreign language learning.
The inclusion criteria were the following: studies or books related to EFL or second language
learning; research focused on university students or higher education when available;
publications addressing motivation, anxiety, stress, engagement, digital tools, or artificial
intelligence; and sources offering pedagogical implications for language teaching. The
exclusion criteria included non-academic websites, opinion pieces without scholarly support,
sources not directly connected to EFL learning or higher education, and publications without
clear relevance to the categories of analysis.
Ethical considerations were also taken into account. Since this article does not report data from
human participants, informed consent was not required. However, the study avoids presenting
unsupported claims about students and does not attribute attitudes to all individuals in a
generation. The term Zillennial is used cautiously as a pedagogical lens, not as a fixed identity
or stereotype. This distinction is important because generational categories can be useful for
analysis but may become reductive if applied uncritically.
pág. 422
A limitation of this methodology is that the article does not provide statistical evidence from
Ecuadorian students. Therefore, its findings should be understood as conceptual and
comparative rather than empirical. Nevertheless, the article provides a theoretical and
pedagogical foundation for future field research. A future empirical phase could include
surveys, interviews, focus groups, teacher reflection journals, and classroom observations with
university students enrolled in EFL courses in Ecuador.
RESULTS AND DISCUSSION
The comparative review of literature reveals several recurring patterns related to Zillennial
university students’ attitudes toward English learning. These patterns are not isolated or
exclusive to Ecuadorian classrooms. They appear in different university contexts and are
associated with anxiety, motivation, stress, self-efficacy, peer support, digital dependence, and
the need for relevant learning experiences. The evidence reviewed suggests that student
attitudes toward English should be interpreted not as isolated personality traits, but as
responses shaped by prior learning histories, institutional demands, classroom environments,
and broader digital cultures.
A central finding is that students often perceive English as both an opportunity and a threat.
On the one hand, English is associated with academic mobility, employability,
internationalization, access to scientific knowledge, and professional growth. On the other
hand, English can generate fear, shame, frustration, and avoidance. This contradiction helps
explain why students may recognize the importance of English while still resisting classroom
participation. From the perspective of motivation theory, students need to see English as
connected to their future identity and personal goals in order to sustain effort (Dörnyei &
Ushioda, 2021; Mercer & Dörnyei, 2020). However, when English is experienced mainly as an
imposed requirement, motivation tends to remain external and fragile.
A limitation of this methodology is that the article does not provide statistical evidence from
Ecuadorian students. Therefore, its findings should be understood as conceptual and
comparative rather than empirical. Nevertheless, the article provides a theoretical and
pedagogical foundation for future field research. A future empirical phase could include
surveys, interviews, focus groups, teacher reflection journals, and classroom observations with
university students enrolled in EFL courses in Ecuador.
RESULTS AND DISCUSSION
The comparative review of literature reveals several recurring patterns related to Zillennial
university students’ attitudes toward English learning. These patterns are not isolated or
exclusive to Ecuadorian classrooms. They appear in different university contexts and are
associated with anxiety, motivation, stress, self-efficacy, peer support, digital dependence, and
the need for relevant learning experiences. The evidence reviewed suggests that student
attitudes toward English should be interpreted not as isolated personality traits, but as
responses shaped by prior learning histories, institutional demands, classroom environments,
and broader digital cultures.
A central finding is that students often perceive English as both an opportunity and a threat.
On the one hand, English is associated with academic mobility, employability,
internationalization, access to scientific knowledge, and professional growth. On the other
hand, English can generate fear, shame, frustration, and avoidance. This contradiction helps
explain why students may recognize the importance of English while still resisting classroom
participation. From the perspective of motivation theory, students need to see English as
connected to their future identity and personal goals in order to sustain effort (Dörnyei &
Ushioda, 2021; Mercer & Dörnyei, 2020). However, when English is experienced mainly as an
imposed requirement, motivation tends to remain external and fragile.
pág. 423
Another relevant finding is that anxiety plays a central role in student participation. Foreign
language anxiety has been widely documented as a factor that affects performance,
confidence, and willingness to communicate (Horwitz, 2010; Yu, 2024). Speaking anxiety is
especially important because oral production exposes students publicly. Quvanch et al. (2024)
found that speaking anxiety among EFL learners is related to fear of negative evaluation, lack
of confidence, and linguistic limitations. These findings are consistent with classroom
observations in which students may complete written tasks but avoid spontaneous speaking.
In this sense, silence should not automatically be interpreted as disinterest. In many cases,
silence is a coping mechanism that protects students from embarrassment.
Academic stress and burnout also influence English learning. Zheng et al. (2024) found a
relationship between English language learning anxiety and academic burnout among
university students. Their study also emphasized the role of academic peer support and self-
efficacy. This suggests that anxiety is not only an individual emotional problem; it is shaped by
the learning environment, peer relationships, and students’ belief in their own capacity to
succeed. In EFL classrooms, low self-efficacy often appears in statements such as “I am bad at
English” or “I will never learn.” These beliefs reduce effort and increase avoidance, especially
when students do not perceive visible evidence of progress.
The review also shows that avoidance is a common coping mechanism. Waterhouse et al.
(2024) explain that university students use several strategies to cope with stress, including
planning, emotional regulation, social support, and avoidance. In EFL contexts, avoidance may
appear as silence, absenteeism, late submissions, refusal to speak, or excessive dependence
on translators. Although avoidance can temporarily reduce emotional discomfort, it prevents
long-term language development. Therefore, teachers need to reduce unnecessary emotional
Another relevant finding is that anxiety plays a central role in student participation. Foreign
language anxiety has been widely documented as a factor that affects performance,
confidence, and willingness to communicate (Horwitz, 2010; Yu, 2024). Speaking anxiety is
especially important because oral production exposes students publicly. Quvanch et al. (2024)
found that speaking anxiety among EFL learners is related to fear of negative evaluation, lack
of confidence, and linguistic limitations. These findings are consistent with classroom
observations in which students may complete written tasks but avoid spontaneous speaking.
In this sense, silence should not automatically be interpreted as disinterest. In many cases,
silence is a coping mechanism that protects students from embarrassment.
Academic stress and burnout also influence English learning. Zheng et al. (2024) found a
relationship between English language learning anxiety and academic burnout among
university students. Their study also emphasized the role of academic peer support and self-
efficacy. This suggests that anxiety is not only an individual emotional problem; it is shaped by
the learning environment, peer relationships, and students’ belief in their own capacity to
succeed. In EFL classrooms, low self-efficacy often appears in statements such as “I am bad at
English” or “I will never learn.” These beliefs reduce effort and increase avoidance, especially
when students do not perceive visible evidence of progress.
The review also shows that avoidance is a common coping mechanism. Waterhouse et al.
(2024) explain that university students use several strategies to cope with stress, including
planning, emotional regulation, social support, and avoidance. In EFL contexts, avoidance may
appear as silence, absenteeism, late submissions, refusal to speak, or excessive dependence
on translators. Although avoidance can temporarily reduce emotional discomfort, it prevents
long-term language development. Therefore, teachers need to reduce unnecessary emotional