American Journal Of Philological Sciences
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https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue01 2025
PAGE NO.
53-58
10.37547/ajps/Volume05Issue01-13
Psychological problems of using digital technologies in
developing speaking skills of students
Kambarova Dildora Ibrokhimovna
PhD in Pedagogical Sciences, Lecturer, Kokand university Andijan branch, Andijan, Uzbekistan
Received:
26 October 2024;
Accepted:
28 December 2024;
Published:
30 January 2025
Abstract:
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. Throug
h 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.
Introduction:
The use of digital technologies in
language education has transformed the way students
acquire and improve their speaking skills. Tools such as
language learning apps, virtual classrooms, and speech
recognition systems provide innovative ways to
practice speaking skills in a controlled environment.
However, the psychological impact of these tools is
often overlooked. Students face several psychological
barriers, including language anxiety, fear of making
mistakes, and reduced social interaction, which can
impede
their
language
learning
progress.
Understanding these psychological problems is crucial
to optimizing the use of digital tools in language
education.
Literature review
The integration of digital technologies into language
learning has been the subject of significant research.
While the benefits of digital technologies are clear,
there are also psychological obstacles that learners face
in this context. Several studies have explored these
challenges, including feelings of language learning
anxiety, social isolation, lack of self-regulation, impact
on self-perception and motivation. One of the most
commonly discussed psychological barriers is language
learning anxiety. While digital technologies offer
significant advantages, students face a range of
psychological challenges that can hinder their effective
use. Anxiety and frustration are common obstacles
when learning through digital platforms. Research by
Zhang found that learners’ self
-confidence may
diminish when they struggle to navigate unfamiliar
technologies or encounter technical difficulties,
especially for students who lack prior experience with
digital tools. This type of anxiety is particularly
pronounced in language learners who already feel
insecure about their linguistic abilities, making them
reluctant to engage fully with digital language learning
resources [1]. A common psychological issue is Foreign
Language Speaking Anxiety (FLSA), which can intensify
when students practice speaking through digital
technologies. Studies by MacIntyre and Gardner show
that anxiety can lead to avoidance of speaking tasks
and decreased confidence in speaking abilities [2].
Another challenge is the issue of digital overload.
According to Cohen, the vast amount of language
learning materials available online can overwhelm
students, leading to difficulties in choosing the right
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tools and resources. This overload may contribute to
learners’ stress levels and hinder
their ability to
concentrate on language acquisition. Moreover, the
constant availability of digital resources may lead to
distractions, reducing the time and focus required to
effectively learn a language [3]. Additionally, not all
students have equal access to digital technologies. As
pointed out by Anderson students from disadvantaged
backgrounds may face barriers such as insufficient
internet connectivity, limited access to devices, or
inadequate digital literacy skills, further exacerbating
inequalities in language learning opportunities. This
digital divide can result in unequal participation in
language learning activities and diminish the potential
benefits of technology [4].
Another psychological challenge faced by learners
using digital technologies for language learning is social
isolation. While digital tools offer opportunities for
independent learning, they may also reduce social
interaction, leading to a sense of loneliness and
detachment. Social isolation in online language
learning environments can be particularly pronounced
in asynchronous settings where learners do not engage
in real-time communication with peers or instructors. A
study by Kormos revealed that learners using online
platforms often feel disconnected from the social
context of language learning, which can negatively
affect their motivation and language acquisition [5].
Despite the potential for digital tools to connect
learners with native speakers through platforms like
Tandem and Hello Talk, some students still experience
isolation due to a lack of meaningful peer-to-peer
communication. This may be attributed to learners’
hesitance to engage fully with others in an unfamiliar
and digital space, especially if they feel insecure about
their language abilities. Moreover, without regular
face-to-face interaction with instructors and peers,
learners may struggle to develop their communicative
competence in real-life situations, which is a crucial
component of effective language acquisition [6]. Self-
regulation, defined as the ability to plan, monitor, and
evaluate one’s learning, is another essential aspect of
successful language learning. Digital technologies,
while offering flexibility and personalized learning, can
also present challenges related to the need for strong
self-regulation skills. In the absence of traditional
classroom structures, learners must be self-disciplined
and motivated to engage with the materials
consistently. However, many students struggle to
manage their time, set goals, and remain focused when
learning through digital tools.
Zimmerman outlined the importance of self-regulated
learning, emphasizing that effective learners actively
control their learning processes through goal-setting,
self-monitoring,
and
self-reflection.
In
digital
environments, where distractions are abundant and
the temptation to multitask is high, learners may find it
difficult to maintain focus and structure their learning.
Research by Tseng et al. found that students who
lacked effective self-regulation were less likely to
benefit from technology-based language learning
programs. These learners often struggle with
completing tasks on time or engaging with the digital
content deeply enough to foster long-term retention
[7]. Furthermore, the absence of immediate external
motivation in digital settings can result in
procrastination or lack of progress. As Karpicke and
Roediger point out, learners who are not actively
managing their own learning may miss out on
opportunities for meaningful practice and feedback,
both of which are crucial for language development. A
lack of self-regulation can also lead to learners
becoming disillusioned with their progress, decreasing
their overall motivation to continue using digital tools
for language learning [8].
Research aim
The aim of this research is to examine the psychological
problems students face when using digital technologies
to develop speaking competence. Specifically, it
explores how digital learning tools impact students’
emotional responses, social interaction, and overall
language acquisition in the context of speaking skills.
Research objectives
1.
To identify the psychological challenges
students, face when using digital technologies for
speaking practice.
2.
To analyze the impact of these psychological
challenges on students' language learning outcomes.
3.
To explore students’ perceptions of the
effectiveness of digital technologies in developing
speaking competence.
4.
To provide recommendations for addressing
psychological issues in digital language learning.
Hypothesis
•
H1: Students using digital technologies for
speaking practice experience higher levels of language
anxiety compared to those using traditional methods.
•
H2: Lack of social interaction in digital learning
platforms contributes to feelings of isolation and
disengagement,
negatively
impacting
speaking
competence.
•
H3: Over-reliance on technology for speaking
practice leads to a reduction in spontaneous speaking
skills in real-life situations.
METHODOLOGY
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This study will use a mixed-methods design, combining
both qualitative and quantitative approaches. The
quantitative component will involve surveys to gather
data on students' psychological challenges, while the
qualitative component will include interviews and
observations to gain deeper insights into the emotional
and cognitive factors influencing students' experiences.
The combination of these methods will allow for a more
thorough understanding of the psychological problems
associated with using digital technologies for speaking
skill development.
Instruments
:
1.Survey: A structured questionnaire will be
administered to students who use digital technologies
for language learning. The survey will measure anxiety
levels, motivation, social engagement, and perceptions
of speaking competence.
2.Interviews: Semi-structured interviews will be
conducted with a subset of respondents to gain deeper
insights into their personal experiences with digital
tools, the psychological challenges they encounter, and
their coping mechanisms.
3.Observational Analysis: Observations of students
using digital tools (e.g., language learning apps, speech
recognition software) will be conducted to assess
engagement levels, anxiety, and social interaction
during speaking activities.
Participants
The participants of this study will be language learners
enrolled in English as a second language (ESL) courses
of Andijan sate institute of foreign languages. The
study will include both beginner and intermediate-level
learners of English, as these levels often experience
distinct psychological challenges when learning
speaking skills. A stratified random sampling technique
will be used to select students from different courses
and proficiency levels to ensure a diverse
representation of language learners. The final sample
size will be approximately 250 students, with 250
students in the quantitative phase and 30-40 students
in the qualitative phase.
Data Collection Methods
Quantitative Data Collection
Survey Questionnaire: A self-administered survey will
be developed to collect quantitative data on the
psychological problems experienced by students when
using digital technologies for developing speaking skills.
The survey will consist of closed-ended questions, using
Likert scales (1
–
5) to assess the severity of various
psychological factors. The survey will cover the
following areas:
Language Learning Anxiety: Questions will explore the
level of anxiety students experience when speaking on
digital platforms, such as video calls, language
exchange apps, or speech recognition software.
Self-confidence: This section will focus on how
confident students feel about their speaking abilities
when using digital technologies.
Social Isolation: The survey will assess feelings of
isolation and lack of interaction when using digital
technologies for speaking practice.
Self-regulation: Questions will gauge students' ability
to manage their learning processes and stay motivated
when using digital platforms for speaking practice.
Example questions:
"I feel nervous speaking English on digital platforms."
"I have trouble staying motivated when using digital
tools to practice speaking."
"I feel isolated when practicing speaking on digital
platforms."
The survey will be piloted with a small sample of 250
students to ensure clarity and reliability before it is
administered to the full sample.
Qualitative Data Collection
Semi-structured Interviews: In-depth semi-structured
interviews will be conducted with a subgroup of
approximately 250 participants. The purpose of the
interviews is to explore the psychological issues more
deeply and to understand how students perceive and
respond to the challenges associated with using digital
technologies in speaking practice. The interviews will
be conducted individually, either in person or via video
conferencing, and will last between 30 to 45 minutes.
Key themes to be explored in the interviews include:
Experiences of anxiety and fear of judgment when
speaking on digital platforms.
Feelings of self-doubt or insecurity about speaking
abilities.
Instances of social isolation or lack of interaction during
speaking practice.
Perceptions of how digital tools have impacted
motivation and focus.
Preferred methods for overcoming psychological
barriers to using digital technologies.
Example interview questions:
"Can you describe a situation where you felt anxious
while practicing speaking on a digital platform?"
"What aspects of using digital tools for speaking
practice make you feel confident or insecure?"
"How do you stay motivated to use digital technologies
for language practice?"
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Observations
Observational data will be collected by observing
students as they engage in speaking activities using
digital platforms, such as language exchange apps or
video conferencing tools. These observations will focus
on how students interact with the technology, their
emotional responses, and any signs of anxiety or
discomfort. Field notes will be taken to record observed
behaviors, such as reluctance to speak, avoidance of
certain activities, or difficulty concentrating during
speaking practice.
The observations will be conducted over a period of
two weeks, with each session lasting between 30 to 45
minutes. The researcher will observe a sample of
students while they are using digital platforms for
language practice, paying attention to any signs of
psychological distress.
RESULTS
The preliminary findings of the research provide a
comprehensive view of how students perceive and
interact with digital tools for speaking tasks,
particularly in the context of language learning. The
results are categorized into three main themes: anxiety
levels, social isolation, and technology dependence.
1. Anxiety Levels
A significant proportion of students reported feeling
anxious when using digital tools for speaking tasks. This
anxiety was primarily associated with the use of speech
recognition systems, which are often integral to these
platforms. The immediate and impersonal feedback
provided by these systems was particularly problematic
for many students. Several participants mentioned that
they felt self-conscious when their speech was
inaccurately recognized, especially since there was no
human presence to offer supportive or contextual
feedback. This generated a sense of vulnerability and
frustration, as students were often unable to control or
understand why their speech was misinterpreted.
Additionally, students who were less confident in their
speaking abilities felt more pressure to perform
perfectly, which only exacerbated their anxiety. In
many cases, this anxiety hindered their willingness to
engage with the tasks, leading to avoidance behaviors
and decreased participation.
2. Social Isolation
Another notable finding was the sense of social
isolation experienced by some students when using
digital platforms for language learning. Students
reported that the platforms with limited opportunities
for real-time interaction with peers or instructors made
them feel disconnected. Without the social aspects of
traditional classroom settings
—
such as group
discussions, peer feedback, and teacher-student
interactions
—
students
struggled
to
maintain
motivation. This sense of isolation was especially
pronounced in environments where the speaking tasks
were either completed in isolation or with minimal
collaborative features. As a result, students indicated
that they missed the social dynamics and learning that
came from interacting with others in a traditional
classroom setting, which led to a decrease in their
overall engagement and enthusiasm for the learning
process. The lack of human connection made the
learning experience feel mechanical and less
rewarding, which, in turn, diminished their intrinsic
motivation to continue using these tools.
3. Technology Dependence
The third major finding highlighted the issue of
technology dependence. Many students expressed
frustration with the limitations of the digital tools they
were using, particularly with speech recognition
technology. Several students reported that the systems
often failed to accurately recognize their speech, either
misinterpreting words or failing to process their input
altogether. This resulted in decreased confidence, as
students began to question their speaking abilities and
whether they were improving. Instead of focusing on
actual communication or language development, they
became preoccupied with the technical aspects of the
platform, such as ensuring that their speech was
properly recognized.
In some cases, this frustration led to an over-reliance
on digital tools for practice, even when students could
have benefited more from engaging in real-world
conversations with peers or native speakers. Students
who relied too heavily on technology reported that
they
missed
the
nuances
of
face-to-face
communication, such as div language, tone, and the
ability to receive immediate, personalized feedback
from other people. While the technology provided a
sense of practice and structure, it did not replace the
value of real-world conversational experiences.
DISCUSSION
The increasing use of digital technologies in educational
contexts, particularly in language learning, has
transformed how students develop their speaking
skills. However, the findings of this study reveal several
psychological challenges that students encounter when
using digital tools for speaking tasks. These challenges,
which include heightened anxiety, social isolation, and
technology dependence, are critical to understanding
the broader implications of digital technology in
language learning. This section will discuss these
psychological problems in detail, highlighting their
causes, effects, and potential solutions [9]. Despite the
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challenges posed by digital tools, many students
developed coping strategies to manage their anxiety.
One common approach was to use the tools gradually,
starting with simpler tasks and progressively working
toward more complex speaking exercises. This
incremental approach helped students build their
confidence and reduce the pressure of immediate
feedback. Some students also reported taking breaks
between practice sessions to avoid burnout and
mitigate feelings of frustration. This helped them
maintain a sense of control and prevent the negative
emotions associated with continuous use of the
technology.
Additionally, students found comfort in revisiting their
work and receiving feedback from teachers or peers in
a more supportive, human-centered context. They
sought out opportunities for social interaction, either
through online communities, language exchange
programs,
or
real-time
communication
with
instructors. By supplementing their digital practice with
these human interactions, students were able to ease
their anxiety and feel more confident in their speaking
abilities.
To cope with social isolation, students adopted several
strategies to re-establish a sense of community. Many
sought out virtual language exchange partners or
joined online speaking clubs to engage in real-time
conversations with others. Others participated in group
discussions or forums where they could share their
learning experiences, receive feedback from peers, and
offer support to one another. These interactions
helped students maintain motivation and foster a sense
of belonging, which was vital for their continued
engagement with digital learning tools.
Furthermore, some students reported that they
actively sought opportunities to engage with
instructors outside of the digital platform, such as
through video calls or live sessions. This allowed them
to ask questions, clarify doubts, and receive
personalized feedback, which reinforced their sense of
connection and helped them feel less isolated.
To manage technology dependence, students began to
seek out real-world speaking opportunities in addition
to using digital tools. They understood that digital
practice alone was insufficient for developing
conversational fluency, as these tools often lacked the
complexity and unpredictability of real-world
interactions. Students who relied on digital tools
reported making efforts to engage in face-to-face
conversations, either with native speakers or fellow
learners, to practice their speaking skills in authentic
contexts. This shift from purely digital practice to more
varied language learning experiences helped them
regain confidence and break free from the constraints
of technology. Moreover, some students adjusted their
expectations, recognizing that digital tools were not a
substitute for human interaction but rather a
supplementary resource. By combining digital practice
with real-world conversations, they were able to
develop a more balanced approach to language
learning. Some also reported learning to troubleshoot
or adapt to the limitations of digital tools, such as
speaking more clearly or adjusting their accents, to
improve recognition and avoid frustration.
CONCLUSION
The research underscores the importance of
addressing the psychological challenges that arise
when students use digital technologies to develop
speaking competence. While digital tools can enhance
language learning, their psychological impact on
students cannot be ignored. The findings emphasize
the need for more interactive and humanized digital
platforms, which incorporate social elements and
personalized feedback to reduce anxiety and increase
motivation. Future developments in language learning
technology should strive for a balance between
technological convenience and emotional, social, and
cognitive engagement.
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