Psychological problems of using digital technologies in developing speaking skills of students

Аннотация

This research explores the psychological challenges faced by students using digital technologies to develop their speaking skills. With the increasing reliance on digital tools in language learning, such as mobile apps, language learning platforms, and speech recognition systems, psychological issues such as language anxiety, social isolation, over-reliance on technology, and decreased motivation have surfaced. These challenges hinder the effectiveness of technology in enhancing students’ speaking skills. Through a mixed-methods approach, the study investigates students' experiences, focusing on how digital tools impact their motivation, emotional well- being, and speaking confidence. The findings suggest that while digital technologies offer significant opportunities, they also require thoughtful integration to reduce anxiety and enhance engagement in speaking tasks. Keywords: Digital technologies, speaking skills, psychological challenges, language learning anxiety, social isolation, lack of self-regulation, impact on self-perception, motivation, technological over-reliance, speaking skills development. commonly discussed psychological barriers is language Introduction: The use of digital technologies in learning anxiety. While digital technologies offer language education has transformed the way students significant advantages, students face a range of acquire and improve their speaking skills. Tools such as psychological challenges that can hinder their effective language learning apps, virtual classrooms, and speech use. Anxiety and frustration are common obstacles recognition systems provide innovative ways to when learning through digital platforms. Research by practice speaking skills in a controlled environment. Zhang found that learners’ self-confidence may However, the psychological impact of these tools is diminish when they struggle to navigate unfamiliar often overlooked. Students face several psychological technologies or encounter technical difficulties, barriers, including language anxiety, fear of making especially for students who lack prior experience with mistakes, and reduced social interaction, which can digital tools. This type of anxiety is particularly impede their language learning progress. pronounced in language learners who already feel Understanding these psychological problems is crucial insecure about their linguistic abilities, making them to optimizing the use of digital tools in language reluctant to engage fully with digital language learning education. resources [1]. A common psychological issue is Foreign Literature review Language Speaking Anxiety (FLSA), which can intensify The integration of digital technologies into language when students practice speaking through digital learning has been the subject of significant research. technologies. Studies by MacIntyre and Gardner show While the benefits of digital technologies are clear, that anxiety can lead to avoidance of speaking tasks there are also psychological obstacles that learners face and decreased confidence in speaking abilities [2]. in this context. Several studies have explored these Another challenge is the issue of digital overload. challenges, including feelings of language learning According to Cohen, the vast amount of language anxiety, social isolation, lack of self-regulation, impact learning materials available online can overwhelm on self-perception and motivation. One of the most students, leading to difficulties in choosing the right American Journal Of Philological Sciences 53 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) tools and resources. This overload may contribute to self-monitoring, and self-reflection. In digital learners’ stress levels and hinder their ability to environments, where distractions are abundant and concentrate on language acquisition. Moreover, the the temptation to multitask is high, learners may find it constant availability of digital resources may lead to difficult to maintain focus and structure their learning. distractions, reducing the time and focus required to Research by Tseng et al. found that students who effectively learn a language [3]. Additionally, not all lacked effective self-regulation were less likely to students have equal access to digital technologies. As benefit from technology-based language learning pointed out by Anderson students from disadvantaged programs. These learners often struggle with backgrounds may face barriers such as insufficient completing tasks on time or engaging with the digital internet connectivity, limited access to devices, or content deeply enough to foster long-term retention inadequate digital literacy skills, further exacerbating [7]. Furthermore, the absence of immediate external inequalities in language learning opportunities. This motivation in digital settings can result in digital divide can result in unequal participation in procrastination or lack of progre