Exploring Psychological Barriers to Oral Fluency among Libyan EFL Undergraduates from Students’ Perspective
DOI:
https://doi.org/10.65405/cvf9jm61Keywords:
psychological barriers, oral fluency, speaking anxiety, mixed-method research, Libyan EFL undergraduate, University of ZawiaAbstract
This study explores the psychological barriers affecting the oral fluency of Libyan EFL undergraduates at the University of Zawia. Recognizing these factors such as anxiety, fear of making mistakes, shyness, and lack of self-confidence significantly influence the development of speaking skills. A mixed-methods research design was employed to provide a comprehensive understanding of the research problem by combining quantitative and qualitative data. Data were collected from a randomly selected sample of 50 students using a two-part questionnaire consisting of five closed-ended questions to measure trends and three open-ended items to capture in-depth perspectives. Quantitative data were analysed by using SPSS, while qualitative responses underwent thematic analysis to integrate measurable trends with detailed participant experiences. The quantitative findings revealed that the vast majority of students (82.9%) experience intense anxiety when speaking English in public, with 80% reporting a deeply rooted fear of social judgment as a major barrier to oral participation. Moreover, 68.6% of respondents strongly agreed that fear of making mistakes significantly hinders their speaking engagement, while the qualitative findings further identified shyness, negative teacher feedback, lack of peer support, and difficulty maintaining eye contact as additional psychological obstacles. The study concludes that psychological and emotional factors play a far more critical role in oral language performance than purely linguistic competencies, as evidenced by the unanimous agreement among participants that a supportive classroom environment positively influences speaking fluency. Finally, the current research provided suitable solutions through some recommendations.
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