PSYCHOLOGICAL PRESSURES IN ENGLISH LANGUAGE LEARNING: CAUSES, IMPACT MECHANISMS, AND PEDAGOGICAL SOLUTIONS

Authors

  • Yokubjonova Laylo A’zamjon kizi Student of the Department of Foreign Philology University of Business and Science
  • Atakhujaeva Shakhlo Anvarovna Associate Professor of the Department of Pedagogy and Psychology, University of Business and Science, Doctor of Philosophy (PhD) in Psychology

DOI:

https://doi.org/10.55640/

Keywords:

psychological pressure, language anxiety, English language learning, affective factors, self-efficacy, motivation, communication apprehension, error fear, emotional support.

Abstract

This article examines the psychological pressures encountered by learners during English language acquisition and analyzes their causes, manifestations, and influence on learning outcomes. Drawing on cognitive, affective, and sociocultural theories, the study identifies anxiety, fear of error, low self-efficacy, and external performance expectations as key pressure components that hinder effective language development. The research also reviews international empirical studies illustrating how psychological pressure impacts linguistic performance, communication confidence, lexical retention, and long-term motivation. Based on the analysis, the article proposes pedagogical strategies—including supportive classroom environments, emotional scaffolding, formative assessment, and anxiety-reduction techniques—to mitigate negative psychological influences and enhance English language learning efficiency.

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References

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11. Anvarovna, A. S. (2023). Constructions (models) of social intelligence in future English language teachers. Horizon: Journal of Humanity and Artificial Intelligence, 2(4), 169-172.

12. Atakho'jayeva, S. A. (2025). Ways To Form The Social-Emotional Competence Of A Foreign Language Teacher In The Conditions Of Digital Education. International Conference on Global Trends and Innovations in Multidisciplinary Research, 1(4), 75-80. https://www.tlepub.org/index.php/2/article/view/325

13. Anvarovna , A. S. (2025). Pedagogical and Psychological Factors Determining the Effectiveness of the Social-Emotional Competence of a Foreign Language Teacher in Higher Education. American Journal of Open University Education, 2(9), 54–59. Retrieved from https://scientificbulletin.com/index.php/AJOUP/article/view/1266

14. Anvarovna, A. S. ., & Kahharova. (2024). SOCIAL-PSYCHOLOGICAL ADJUSTMENT OF FIRST YEAR UNIVERSITY STUDENTS. JOURNAL OF EDUCATION, ETHICS AND VALUE, 3(1), 230–234. Retrieved from https://jeev.innovascience.uz/index.php/jeev/article/view/439

15. Anvarovna, A. S. (2023). Constructions (models) of social intelligence in future English language teachers. Horizon: Journal of Humanity and Artificial Intelligence, 2(4), 169-172.

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Published

2025-12-09

Issue

Vol. 4 No. 11 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

PSYCHOLOGICAL PRESSURES IN ENGLISH LANGUAGE LEARNING: CAUSES, IMPACT MECHANISMS, AND PEDAGOGICAL SOLUTIONS. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(11), 753-759. https://doi.org/10.55640/

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