Exploring Fear of Negative Evaluation (FNE) as a Deterrent to Oral Participation: A Case Study of English Majors at Omar Al-Mukhtar University
DOI:
https://doi.org/10.65405/vztffb16Keywords:
Fear of Negative Evaluation, oral participation, EFL learners, academic anxiety, avoidance strategies, defensive behaviors, Omar Al-Mukhtar University.Abstract
Fear of Negative Evaluation (FNE) is a major psychological barrier that can inhibit oral participation in English as a Foreign Language (EFL) classrooms. This study investigates how FNE affects the oral performance of English majors at Omar Al-Mukhtar University and identifies the avoidant behaviors students employ to protect themselves from perceived embarrassment or criticism. The study adopted a descriptive quantitative model within a case study design. Data were collected from 35 undergraduate students in the third and fourth years of study through an online Likert-scale questionnaire consisting of 11 items representing seven common psychological and defensive behaviors. Descriptive statistics were used to analyze the data through Excel and Google Sheets. The findings indicate that FNE functions as a substantial deterrent to oral participation and is reflected in a range of self-protective behaviors, including avoidance of eye contact, excessive silence, reliance on short answers, hiding behind objects, and the use of Arabic as a safer alternative to English. Overall, the results suggest that many students prioritize psychological safety over communicative risk-taking in the classroom. The study concludes that reducing FNE requires more supportive feedback practices, greater teacher awareness of hidden affective barriers, and a classroom environment that encourages participation without fear of public judgment.
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References
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