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Journal articles on the topic 'Fear of making mistakes'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Pysarchyk, Olena, Natalia Yamshynska, and Neonila Kutsenok. "UNDERSTANDING AND ADDRESSING STUDENTS’ FEARS IN ESL SPEAKING CLASSES: INSIGHTS FROM STUDENTS." Education. Innovation. Practice 13, no. 2 (2025): 88–93. https://doi.org/10.31110/2616-650x-vol13i2-012.

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In language teaching and learning, there has been significant progress in understanding and addressing students' speaking fears, nevertheless, there are still several issues that need to be addressed. The article explores students’ fears in ESL classrooms and suggests strategies to manage those fears as impediments to learning progress. A survey was conducted with the aim of getting a comprehensive understanding of the most common fears of students, namely fear of making mistakes and being corrected, fear of speaking in class, and fear of falling behind in studies. The survey consisted of ques

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Palacios Alarcon, Ronny David, and Jardel Coutinho Dos Santos. "Exploring the causes of fear of foreign language learning: A pre-service case study." Arandu UTIC 12, no. 1 (2025): 573–89. https://doi.org/10.69639/arandu.v12i1.627.

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Fear is a crucial variable that influences either positively or indirectly the acquisition of foreign languages, usually among teachers of language preservation. This research aims to explore the causes of fear in learning English as a foreign language (EFL) and how it manages to impact both on teaching and on the acquisition of the foreign language. The mixed method collected data from 19 participants who offered their services through surveys, interviews, and classroom observations. The results indicate that the most common fears a student may experience through language acquisition are fear

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Pratiwi, Ria Indah, and Reni Andriani. "PSYCHOLOGICAL FACTORS AFFECTING ENGLISH SPEAKING PERFORMANCE AT ELEVENTH GRADE STUDENTS’ IN SMK AL-INAYAH TEBO." JR-ELT (Journal of Research in English Language Teaching) 5, no. 2 (2021): 59–70. http://dx.doi.org/10.30631/jr-elt.v5i2.19.

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This research is about students who have some problems in speaking English. This research was conducted at the Vocational High School Al-inayah Tebo. The purpose of this study was to determine the factors that influence students’ difficulties in learning English skills. The design of this research used qualitative descriptive method. The subjects of this research were students and teachers of eleventh grade at the Vocational High School Al-inayah Tebo. The research data were collected using observation and interviews. The result showed that students experienced several problems that were influ

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Alzamil, Abdulrahman. "Situation-Specific Speaking Anxiety: University-Level Students’ Experiences." International Journal of English Linguistics 12, no. 2 (2022): 18. http://dx.doi.org/10.5539/ijel.v12n2p18.

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Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students&rsquo; attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three cons

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Rosita, Aulia. "STUDENTS' PSYCHOLOGICAL PROBLEMS IN ENGLISH SPEAKING PERFORMANCE." ELP (Journal of English Language Pedagogy) 9, no. 2 (2024): 132–40. https://doi.org/10.36665/elp.v9i2.918.

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This study explores the psychological factors hindering English speaking performance among eleventh graders at MAN 2 Bukittinggi, Indonesia. A closed questionnaire assessed five key factors: anxiety, shame, lack of self-confidence, lack of motivation, and fear of making mistakes. The survey was administered to a sample of 55 students from a population of 223. Results revealed anxiety as the most prevalent issue, affecting 86.1% of students. Furthermore, a significant portion of students also reported experiencing a lack of confidence (74.1%), shyness (77.2%), and fear of making mistakes (77.5%

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Bellini, Diego, Serena Cubico, Piermatteo Ardolino, Marino Bonaiuto, Maria Lidia Mascia, and Barbara Barbieri. "Understanding and Exploring the Concept of Fear, in the Work Context and Its Role in Improving Safety Performance and Reducing Well-Being in a Steady Job Insecurity Period." Sustainability 14, no. 21 (2022): 14146. http://dx.doi.org/10.3390/su142114146.

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Job insecurity is attributable to the fear of being exploited by the organization and may have negative effects on employees. For example, it may lead employees to adopt non-compliant or deviant behaviors that harm individuals and their organization. However, knowledge about specific fears that have positive or negative effects on employees and organizations is limited. Therefore, this study aimed to detect the main fears related to job insecurity in an organization and the hidden meanings included in each of these fears that may cause negative and positive effects on important work-related ou

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Collombat, Isabelle. "didactique de l’erreur dans l’apprentissage de la traduction." Journal of Specialised Translation, no. 12 (July 25, 2009): 37–54. https://doi.org/10.26034/cm.jostrans.2009.617.

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The notion of mistake is often central to our perception of translation training, as can be seen in the glossaries of translation manuals. This vision of translation is also evident in the way teachers assess students’ work: their role often consists entirely in correcting mistakes. And yet, as some specialists in didactics point out, learners may be anxious and stressed by the fear of committing mistakes, a situation which is not propitious to learning. But beyond the mere notion of correction of mistakes, which may be inhibiting and considered as emphasising failure, mistakes or errors may b

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Grubat, Gemmarie B., Kyle Vincent T. Ilao, Mary Rose V. Alaras, et al. "UNLOCK YOUR VOICE: IMPLEMENTING WRITE, RISE, AND RESPOND TECHNIQUE IN REDUCING THE FEAR OF MAKING ORAL MISTAKES TO SECOND LANGUAGE." GUILD OF EDUCATORS IN TESOL INTERNATIONAL RESEARCH JOURNAL 3, no. 1 (2025): 74–84. https://doi.org/10.5281/zenodo.15030989.

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One of the most significant challenges encountered by language learners is the fear of making mistakes, especially when speaking. This study evaluated the effectiveness of the Write, Rise, and Respond (WRR) technique in reducing learners' fear of making oral mistakes. The WRR technique involves writing thoughts, sharing them when ready which requires standing, and receiving constructive feedback from teachers to foster a supportive learning environment. A quasi-experimental design using quantitative data collection, including means and t-tests, was employed. Ten (10) Grade 11 students from the

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Miraglia, Kathy Marzilli. "Attitudes of Preservice General Education Teachers Toward Art." Visual Arts Research 34, no. 1 (2008): 53–62. http://dx.doi.org/10.2307/20715461.

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Abstract This qualitative study explored histories, perceptions, and attitudes of 18 preservice generalist teachers and how these may have contributed to their anxiety in making and teaching art. Data were collected through interviews, a background questionnaire, student reflective journals, and a researcher’s observation journal. Through grounded theory, the concept of low confidence/anxiety was developed to explain seven identified themes: teaching art, fear of drawing, understanding art, unrealistic expectations, judgments, making the grade, and teacher expectations. Contributing factors to

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Shabrina Nur Fadillah, Ade Ismail Ramadhan Hamid, and Abdul Halim. "The Influence of Fear of Making Mistakes on Students’ Self-Confidence and Engagement in English Classroom Presentations at MTs Muhammadiyah 1 Samarinda." Journal of English Language Learning 9, no. 1 (2025): 825–29. https://doi.org/10.31949/jell.v9i1.13972.

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This study examines how the fear of making mistakes influences students’ self-confidence and engagement in English classroom presentations. Speaking anxiety is one of the main psychological obstacles in EFL learning, often driven by fear of negative evaluation, low language proficiency, and past negative experiences. Using a qualitative descriptive method, this research involved eighth-grade students at MTs Muhammadiyah 1 Samarinda who had participated in English speaking tasks. Data were collected through semi-structured interviews to explore their emotional responses, anxiety sources, and co

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Salihoğlu, Yiğit. "The Relationship between Fear of Making Mistakes and Self-Confidence Level in Language Learning: A Review Article." Linguistic Forum - A Journal of Linguistics 6, no. 1 (2025): 88–110. https://doi.org/10.5281/zenodo.14748470.

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In parallel with recent developments, today it is obvious that the investigation of emotional factors shows a gradual increase in terms of language learning. Therefore, this review identifies the connection between fear of making mistakes and self-confidence levels in order to delineate the literature.Moreover, probable solutions are demonstrated with the intense emphasis on details of the issue. Taking the individual differences into consideration, the paper discusses and reviews the studies through the lens of underlying reasons that can be revealed with the sources ranging from classroom co

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Salihoglu, Yigit. "The Relationship between Fear of Making Mistakes and Self-Confidence Level in Language Learning: A Review Article." Linguistic Forum - A Journal of Linguistics 6, no. 1 (2025): 88–101. https://doi.org/10.5281/zenodo.14863292.

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In parallel with recent developments, today it is obvious that the investigation of emotional factors shows a gradual increase in terms of language learning. Therefore, this review identifies the connection between fear of making mistakes and self-confidence levels in order to delineate the literature. Moreover, probable solutions are demonstrated with the intense emphasis on details of the issue. Taking the individual differences into consideration, the paper discusses and reviews the studies through the lens of underlying reasons that can be revealed with the sources ranging from classroom c

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Mumm, Jennifer, Isabel Fernholz, Andreas Ströhle, Jens Plag, and Alexander Schmidt. "Performance Anxiety Among Musicians." Zeitschrift für Neuropsychologie 31, no. 2 (2020): 76–80. http://dx.doi.org/10.1024/1016-264x/a000294.

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Abstract. Musicians suffering from music performance anxiety (MPA) fear and/or avoid performing situations. While performing, they often experience physiological (like increased heart rate or sweating), cognitive (for example fear of control loss), behavioral (like making mistakes or avoiding performances) and emotional symptoms (mostly fear) leading to high distress. About a quarter of all professional musicians suffer from MPA. In studies, cognitive behavioral therapy and beta blockers were effective options for treating MPA. Other treatments and preventive methods are presented.

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Alnahidh, Faye, and Sultan Altalhab. "The Level and Sources of Foreign Language Speaking Anxiety among Saudi EFL University Students." Advances in Language and Literary Studies 11, no. 1 (2020): 55. http://dx.doi.org/10.7575/aiac.alls.v.11n.1p.55.

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This study aims to investigate the level and the sources of Foreign Language Speaking Anxiety (FLSA). To achieve this aim, a mixed-method approach was used by implementing a questionnaire and interviews. Eighty-five female Saudi EFL university students completed the questionnaire. Six of the most highly anxious students were identified according to the questionnaire results and interviewed. The findings revealed that the participants experienced a moderate level of FLSA in their English class. In addition, there are several sources of FLSA, which can be listed in the following order: fear of m

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Cabrera Mera, Martha Elizabeth, and Jardel Coutinho Dos Santos. "Fear of Making Mistakes and its Effect on Pre-Service English Teachers' Oral Communication Skills." Arandu UTIC 12, no. 1 (2025): 1329–45. https://doi.org/10.69639/arandu.v12i1.679.

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This study investigates how pre-service English teachers' oral communication abilities are affected by their anxiety about making mistakes. Data were gathered via surveys, interviews, classroom observations, and visual narratives using an explanatory sequential mixed techniques methodology. The results show that students' confidence and willingness to participate in oral activities are greatly impacted by their fear of making mistakes, which can result in anxiety, mental blocks, and avoidance strategies. Peer and instructor presence was found to be a significant contributing element to this fe

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Abdulqader, Kawar Maasom, and Araz Adil Salih. "Self-Confidence in Learning Turkish: A Beginner-Level Analysis." Journal of Humanities and Education Development 7, no. 2 (2025): 65–79. https://doi.org/10.22161/jhed.7.2.8.

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This study explores the self-confidence levels of A1-level students learning Turkish as a foreign language and its impact on their learning process. Self-confidence in language learning is closely linked to motivation, willingness to communicate, and academic achievement. The research follows a mixed-methods approach, combining quantitative and qualitative data collection techniques. The study includes 162 students from the English Department at Cihan University in Iraq. Their self-confidence levels were assessed using a self-confidence scale and a Turkish language proficiency test. Additional

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Rejeki Sotani Zebua, Feliks. "Analyzing The Reluctance Of English As A Foreign Language Students To Engage In Spoken English Communication." Jolly Journal of English Education 1, no. 2 (2023): 125–39. https://doi.org/10.63435/jjee.v1i2.56.

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This quantitative research study explores the factors contributing to English as a Foreign Language (EFL) students' fear of making mistakes when speaking English. The research involved 81 fifth-semester students from the English Education study program at Universitas Nias, who responded to a Likert scale-based questionnaire. The findings reveal that while a majority of students exhibit a neutral level of confidence and comfort when speaking English, they experience anxiety, worry, and embarrassment related to making mistakes. However, most students do not perceive making mistakes as a negative

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Adang Ridwan and Ria Karmila. "The Students’ Anxiety in Learning English at the Eighth Grade of SMPS." International Journal of Multilingual Education and Applied Linguistics 2, no. 1 (2025): 01–15. https://doi.org/10.61132/ijmeal.v2i1.171.

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The research focuses on the different types of anxiety experienced by students while learning English and the factors that cause this anxiety among eighth grade students at SMPS Elhafidziyah. Using a qualitative approach, this study collected data through observation and interviews, using descriptive analysis for data interpretation. The findings revealed that students in eighth grade at SMPS Elhafidziyah there are two kinds of anxiety were experienced by the students in learning English at the Eighth Grade of SMPS Elhafidziyah, they are State Anxiety, it caused students were very stressful ab

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Nuryana, Amiatun, and Lukman Fahmi. "STUDENTS’ ANXIETY WHILE READING ALOUD DURING ENGLISH LEARNING IN THE ELEVENTH GRADE OF MAN 2 LAMONGAN." Journal of Education and Research 3, no. 1 (2024): 66–76. http://dx.doi.org/10.56707/jedarr.v3i1.184.

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The objectives of this study are to find out the factors causing students’ anxiety while reading aloud during English learning in the eleventh grade of MAN 2 Lamongan and to find out the teacher’s strategies to overcome the problems of students’ anxiety while reading aloud during English learning at the eleventh grade of MAN 2 Lamongan. This study uses a qualitative method. The subjects in this study were class 11 of MAN 2 Lamongan. Data was collected by using interviews and observation to determine the factors causing students’ anxiety. The results of observation showed that the biggest facto

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B, Fitriyah, Rina Rachmawati, and Dyah Nugraheny Priastuti. "STUDENTS’ ANXIETY WHILE READING ALOUD DURING ENGLISH LEARNING AT THE TKJ ELEVENTH GRADE OF SMK NURUL YAQIN TLAGAH." Journal of Education and Research 2, no. 1 (2023): 60–74. http://dx.doi.org/10.56707/jedarr.v2i1.158.

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The objective of this study is to find out the factors causing students’ anxiety while reading aloud during English learning at the TKJ eleventh grade of SMK Nurul Yaqin Tlagah and to find out the teacher’s strategies to overcome the problems of students’ anxiety while reading aloud during English learning at the TKJ eleventh grade of SMK Nurul Yaqin Tlagah. This study uses a qualitative method. The subjects in this study were class 11 TKJ of SMK Nurul Yaqin Tlagah. Data was collected using interviews and observation to determine the factors causing students’ anxiety. The observation results s

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Bankole-Minaflinou, Estelle. "Exploring the Management of Anxiety in Advanced EFL Classes through English Clubs Provision for Oral Communication Improvement Secondary Schools in Benin." Studies in English Language Teaching 6, no. 3 (2018): 245. http://dx.doi.org/10.22158/selt.v6n3p245.

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<p><em>One of the major challenges that EFL students have to face in francophone countries is their inability to speak the English language due to many causes among which the linguistic environment and the fear of making mistakes while speaking. To solve the problem, some Beninese students refer to English Clubs (ECs) activities that provide them with a flexible learning environment. To shed light on the effectiveness of these EC programs, the present study has attempted to explore the management of language anxiety and the development of speaking ability through student participat

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Meng, Zini. "Psychological Bias of Chinese Investors Due to Overconfidence- Take “Tik-Tok” for Example." BCP Business & Management 32 (November 22, 2022): 220–22. http://dx.doi.org/10.54691/bcpbm.v32i.2892.

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In many cases we’ve found that when a company CEO is overconfident, it has a major impact on decision making, and often puts a company’s future at risk. Through a modern case study in such overconfidence, I examine the causes of psychological overconfidence in its various forms The case of Tik-Tok allows us to look at the moderating impact of overconfidence bias and decision-making by investors. We learn that prudence and indeed fear of making mistakes are reasons for successful investment.

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Thomas, George. "Challenges of Undergraduate Students in Speaking English at United College." United Journal of Interdisciplinary Studies 1, no. 1 (2024): 51–67. https://doi.org/10.3126/ujis.v1i1.80299.

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This study aims to analyze the challenges of undergraduate students in speaking English at United College. Quantitative research approach and a correlational research design were employed. A total of 64 students participated in the study, selected based on their weak performance in English class presentations. A close-ended questionnaire was distributed, and data were collected using a drop-up-pick- up method. Descriptive and inferential statistics, including regression analysis, were utilized for comprehensive data analysis. The findings revealed that fear of making mistakes and limited vocab

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Jupri, Jupri, and Jumadil Jumadil. "PSYCHOLOGICAL FACTORS TOWARDS SPEAKING ABILITY AT THE FIRST SEMESTER OF ENGLISH DEPARTMENT STUDENTS IN UNDIKMA." NUSRA: Jurnal Penelitian dan Ilmu Pendidikan 4, no. 4 (2023): 1250–56. http://dx.doi.org/10.55681/nusra.v4i4.1830.

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This study was meant to analyze the psychological factors that influence the speaking ability of first semester students of English Department students in UNDIKMA, Mataram, West Nusa Tenggara Province. Psychology is the study of the nature of the human soul as well as its process. Psychology deals with the study of external behavior using objective observation methods for stimulation. In addition, there are some psychological factors that hinder students from speaking in English classes such as fear of making mistakes, shyness, anxiety, lack of confidence and lack of motivation. Those factors

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Trần Thanh Dũ and Nguyễn Thị Hà. "AN INVESTIGATION INTO SPEAKING ANXIETY AMONG VIETNAMESE EFL LEARNERS: A CASE AT SCHOOL IN VIET NAM." Tạp chí Khoa học Ngoại ngữ, no. 75 (April 15, 2024): 32–47. http://dx.doi.org/10.56844/tckhnn.75.742.

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This study identifies a few prominent types of English speaking anxiety and their contributing factors experienced by 55 eleventh graders at a high school in Vietnam. The findings reveal that the students appeared to struggle with a lack motivation in speaking lessons, a fear of making mistakes, and a fear of receiving criticism from others. This study also shows that the local students experience a low-to-moderate level of English speaking anxiety, which can be attributed to low speaking motivation, a lack of grammatical structures, and a fear of asking for teacher assistance. This study is e

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Sinadia, Alfrits Roul, and Yuyun Apriana Ngingi. "Exploring the Sources of English-Speaking Anxiety Experienced by Vocational Senior High School Students." Jurnal Komunikasi Pendidikan 7, no. 1 (2023): 43–51. https://doi.org/10.32585/jurnalkomdik.v7i1.2687.

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This study was conducted to prove the practicality of the conceptual foundation of language anxiety observed in an English classroom. It aimed to explore the types of anxiety students experience when doing their speaking activities. Besides, it sought to explore which things cause students to feel the most anxious about speaking English. It was conducted using a qualitative phenomenological approach to describe the lived experiences of the students. The subject of research was students at a private vocational senior high school in North Minahasa, North Sulawesi. The samples consisting of five

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Hijra, Hijra, Titin Rahmiatin Rahim, and Andi Rachmawati Syarif. "Barriers to Oral Proficiency: Exploring Causes of Speaking Inhibition in EFL Learners." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 2 (2024): 409–18. https://doi.org/10.52208/klasikal.v6i2.1168.

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This study investigates the underlying factors contributing to speaking inhibition among English as a Foreign Language (EFL) learners, with a particular focus on barriers to oral proficiency. Despite the increasing emphasis on communicative competence in language education, many EFL students experience significant challenges when it comes to speaking English fluently and confidently. Through a qualitative approach, this research explores factors that hinder students' oral proficiency from both signs of inhibition and internal factors include language anxiety, lack of self-confidence, and fear

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Swetha, K. "Communication Barriers among Engineering Graduates in Tamil Nadu." Asian Journal of Managerial Science 4, no. 2 (2015): 10–13. http://dx.doi.org/10.51983/ajms-2015.4.2.1195.

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Ineffective communication has been found to the major cause for problems, conflicts and low productivity. There could not be and cannot be a comprehensive list of barriers to communication of people as there are different reasons for different people that act as barriers. This paper attempted to study the barriers to communication among Engineering students who belonged to Net generations as the knowledge of the barriers would be useful to organizations to apply them when these Net generation graduates join organizations. The study was conducted among six hundred engineering students of Anna U

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Aras, Ahmad Wahyudi, Radiah Hamid, and Andi Bulkis Maghfirah Mannong. "THE PSYCHOLINGUISTIC ANALYSIS OF STUDENT PROBLEMS IN SPEAKING ENGLISH." Indonesian Journal of Psycholinguistics 1, no. 1 (2022): 9–15. http://dx.doi.org/10.56983/ijp.v1i1.137.

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The research aims to ‘The Psycholinguistic Analysis of the Students Problem in Speaking English at Third Semester of Fkip Muhammadiyah Makassar University in the Academic Year Of 2020/2021. In this research, the researcher used the Qualitative research method. The researcher used Purposive Sampling technique to determine the sample. The researcher chose the third semester as sample that consisted of 30 students. In collecting data, the researcher used observation and interview. Based on the result of the research, the researcher found that the psychological problems of the students were fear o

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Pratiwi, Syahriana, Muhammad Zuhri Dj., and Hasriati Nur. "The students’ speaking anxiety: Psycho-social approach." International Journal of Research on English Teaching and Applied Linguistics 1, no. 1 (2021): 16–27. http://dx.doi.org/10.30863/ijretal.v1i1.1195.

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This thesis presents research about “Analyzing the Students Speaking Anxiety by Using Psycho-social Approach” The sample consists of 10 students of Al-hasib class at the second grade SMA Islam Athirah Bone. The objective of this research are (1) to analyze the reduction of the students’ speaking anxiety by using psycho-social approach. (2) to know the factors that cause students of SMA Islam Athirah Bone to get anxiety in Speaking. This research uses qualitative method by analyzing data using test, observation and interview.The result of the research shows that the students of the eleventh gra

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Alrashidi, Oqab. "Sources of Foreign Language Teaching Anxiety Among Saudi Preservice English Teachers: A Qualitative Inquiry." SAGE Open 12, no. 3 (2022): 215824402211194. http://dx.doi.org/10.1177/21582440221119486.

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This study sought to explore the sources of foreign language teaching anxiety experienced by non-native preservice English as foreign language (EFL) teachers. Fourteen preservice Saudi EFL teachers enrolled in a public university participated in this study during their teaching practicum. The study used a qualitative research design with an in-depth semi-structured interview as the data collection tool. The data were analyzed using thematic analysis techniques and the findings revealed five main causes of anxiety: (i) fear of making mistakes, (ii) fear of negative evaluation, (iii) teaching un

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Gao Hong and Mohd Hanafi Mohd Yasin. "A STUDY OF THE RELATIONSHIP BETWEEN PERFECTIONISM AND LONELINESS AMONG YOUNG TEACHERS IN UNIVERSITIES." International Journal of Social Science and Business Management 2, no. 01 (2024): 228–40. http://dx.doi.org/10.59021/ijssbm.v2i01.99.

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    The FMPS and UCLA scales measured 100 young university teachers from ethnic areas in southwestern China. The results showed that perfectionism and loneliness differed significantly on the demographic variables of origin, age, discipline, gender, ethnicity, and being an only child. The perfectionism dimensions of fear of making mistakes and organization were predictive of loneliness, and all the perfectionism dimensions, except family expectations, personal standards, and doubts about action, affected loneliness.   

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Barua, Souvik. "Language Anxiety Variables and Their Negative Effects on SLA: A Psychosocial Reality in Bangladesh." International Journal of Research and Innovation in Social Science 06, no. 08 (2022): 400–408. http://dx.doi.org/10.47772/ijriss.2022.6816.

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The study aimed to explore the psychological and socio-cultural factors that contribute to situation-specific anxiety and impede second language acquisition (SLA). It collected data from a survey questionnaire, semi-structured interviews, and focus group discussions with 39 Bangladeshi EFL learners at the tertiary level. The findings indicate that situation-specific anxiety has a negative impact on the acquisition of a second language. This language anxiety stems from distinct personality traits, including fear of public speaking, fear of making mistakes, fear of being negatively judged by tea

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M.R Rishad Muhammed. "Problems of Speaking English Among Undergraduates : An Investigation Among First Year Faculty of Islamic Studies and Arabic Language (Fia) Students of the South Eastern University of Sri Lanka." LECTURES: Journal of Islamic and Education Studies 3, no. 4 (2024): 361–83. https://doi.org/10.58355/lectures.v3i4.126.

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Speaking in second or foreign language has often viewed as the most demand-ing of the four skills. But, most of the ESL learners consider it as a difficult skill to be mastered. Therefore, this study attempted to investigate the problems of speaking English faced by first year FIA students of the SEUSL. Objective of this study was to identify the main problems. Sixty samples were selected from first year FIA students using random sampling technique. Mixed method re-search design was employed in this study. Questionnaire was administrated among sixty students to collect quantitative data and th

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Handayani, Fitri rahma, Hidayanti rohimah Nurdin, Juliana Juliana, Sarmila hafni Siregar, and Nurlaila Nasution. "An Analysis of Students’ Anxiety in Learning English At The Fourth Semester Students of Midwifery Department in Aufa Royhan University." Jurnal Kesehatan Ilmiah Indonesia (Indonesian Health Scientific Journal) 8, no. 1 (2023): 117–24. http://dx.doi.org/10.51933/health.v8i1.1036.

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English is the most widely used language in the world. As a result, it is crucial for students to learn English. To do it, someone must not have anxiety towards it. word "anxiety" refers to a state of fear, worry, or trepidation. It is a significant factor that influences how students learn in the classroom. The purpose of the study was to would like to analyse the students’ anxiety in learning English at the fourth semester students of midwifery department in Aufa Royhan university. The researcher used descriptive research studies to gather information about the current state of phenomena. Th

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Sadighi, Firooz, and Mehdi Dastpak. "The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (2017): 111. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.111.

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Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negativ

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Mahnush, Eskandari, and Norouzi Mahnaz. "The Role of Gender in Learning the Russian Language in Iranian Audiences." Siberian Pedagogical Journal, no. 1 (February 26, 2024): 17–25. http://dx.doi.org/10.15293/1813-4718.2401.02.

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The article is devoted to the consideration of the role of gender in the study of the Russian language in Iranian audiences. The goal is to identify the role of gender in the success of Persian-speaking students studying the Russian language in all types of speech activity and in various academic disciplines, such as studying Russian grammar, translation accuracy, learning vocabulary, etc. The novelty of the work lies in the fact that for the first time the role of gender is considered Persian-speaking students to study Russian. In terms of methodology, the present study is a descriptive study

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Tria Wulandari, Regina Valda Garzita, and Sahkholid Nasution. "Faktor Psikologis yang Mempengaruhi Maharah Kalam Mahasiswa Pendidikan Bahasa Arab UIN SU Medan." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 3, no. 1 (2024): 304–16. https://doi.org/10.61132/sadewa.v3i1.1517.

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This study aims to explore the psychological factors that affect speaking ability in Arabic among Arabic Language Education students at UIN Sumatera Utara (UIN SU). Dominant psychological factors include language anxiety, motivation, self-efficacy, and self-confidence. Language anxiety serves as a major barrier to speaking due to fear of negative judgment. Meanwhile, high intrinsic and extrinsic motivation plays a significant role in encouraging students to be more active in practicing. High self-efficacy helps students feel more confident in their abilities even when making mistakes, while st

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Gamero Duarte, Edna Mercedes, Dalia María Mejía Aguilar, Laura Lidilia Díaz González, and Norma Lilians Rivera Castillo. "Diagnóstico para la caracterización de estudiantes y experiencias pedagógico didácticas en el ámbito de la inteligencia emocional." Actas Iberoamericanas en Ciencias Sociales 2, no. 1 (2024): 191–215. https://doi.org/10.69821/aicis.v2i1.11.

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The purpose of this investigative experience was to characterize the students of Danlí Regional University Center of the National Pedagogical University Francisco Morazán related with the management of emotional intelligence, emotional barriers and to know the didactic pedagogical experiences implemented by teachers at the CRU Danlí to reinforce them. Through a mixed methodology and from a sequential design with a sample consisting of 70 students and 9 teachers. The results allowed us to affirm that most of the students presented an adequate level of emotional intelligence. On the other hand,

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Gul, Nasim, Syed Sabih-Ul-Hassan, and Said Imran. "An Exploration of the Factors Responsible For English Language Oral Fluency Problems Faced By the Undergraduate Level Students in District Kohat." Journal of Education and Social Studies 3, no. 2 (2022): 95–109. http://dx.doi.org/10.52223/jess.20223205.

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The present study was conducted on the English language oral fluency problems faced by students at the university level. The main purpose was to look into factors responsible for oral fluency problems faced by the BS English students at FATA University and Kohat University of Science Technology (KUST) Kohat. Data were taken from the undergraduate students of BS English through a questionnaire. The questionnaire was divided into two sections, i.e. section A and section “B” which contain 32 items, of which 30 were closed-ended, and only 2 items were open-ended. The study yielded important result

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Ekalestari, Susi, M. Manugeren, Purwarno Purwarno, Sri Wulan, and Purwanto Siwi. "Types of Foreign Language Anxiety (FLA) Through Belief About Language Learning Inventory (BALLI): A Thematic Analysis." World Journal of English Language 13, no. 5 (2023): 171. http://dx.doi.org/10.5430/wjel.v13n5p171.

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This research uncovers the types of Foreign Language Anxiety (FLA) proposed by Horwitz, Elaine K., Horwitz, Michael B., & Joann Cope (1986) felt by students. This research uses instrument of Belief About Language Learning Inventory (BALLI) proposed by Horwitz, Elaine K. (1988) in the form of questionnaire using Guttman scale. It is narrative design of qualitative research. Furthermore, the analysis is completed by thematic analysis passing five steps to draw a conclusion correlated with the respondents’ respond to the questionnaire. The respondents of this research are the university stude

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Diana, Meutia, Willy Ardian Renandya, and Syarifah Dahliana. "Researching factors and coping strategies of EFL students’ speaking anxiety." Englisia : Journal of Language, Education, and Humanities 12, no. 1 (2024): 250. https://doi.org/10.22373/ej.v12i1.22733.

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English students often face challenges with speaking anxiety when asked to speak in front of the class. Many students are unaware of the factors contributing to their anxiety and lack strategies to manage it effectively. This research aims to identify the causes of speaking anxiety and the strategies EFL students use to cope with it. A descriptive qualitative approach was used, employing semi-structured interviews to gather data. Convenience sampling was applied to select six English students who had completed a speaking class as participants. The findings revealed five key factors contributin

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Tristanti, Dwi Ajeng, and Wariyati. "Anxiety about English Public Speaking in the Students of English Education Department." Education & Learning 3, no. 1 (2023): 41–49. http://dx.doi.org/10.57251/el.v3i1.664.

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Speaking in spoken English is the act of conveying information or expressing thoughts and feelings. This study described how to analyze students' speaking fear in English Public Speaking at eighth semester Muslim Nusantara University Al-Washliyah Medan English Education Department. The qualitative research method was applied in this study. The researcher employed observation, interview, and questionnaire to gather the data. Three main stages of data analysis were used by the researcher: data reduction, data display, and conclusion drawing verification. Following a study of the data, the resear

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Andika, Ervin Candra Hari, Aan Erlyana Fardhani, and Eka Wahjuningsih. "Factors Affecting Senior High School Students' Willingness to Communicate in English in the EFL Classroom." EFL Education Journal 9, no. 1 (2022): 1. http://dx.doi.org/10.19184/eej.v9i1.30717.

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This study aims at revealing factors affecting senior high school students’ willingness to communicate (WTC) in English in the classroom. This study employed a descriptive research design, and was situated in an Indonesian state senior high school in Sumenep, Madura. The data were collected from 57 students by using an adapted questionnaire taken from Riasati & Rahimi (2018), and the result was analyzed using descriptive statistics. The findings revealed that the students’ WTC in English in class were affected by both individual and situational factors. The individual factors here include

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Shinwari, Mohammad Nawab, and Miawalishah Miakhel. "Factors Behind Weaknesses of Afghan Students’ Speaking Skills." Integrated Journal for Research in Arts and Humanities 3, no. 2 (2023): 123–28. http://dx.doi.org/10.55544/ijrah.3.2.21.

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The current study aimed to explore major factors behind common weaknesses in speaking skills of Afghan students were majoring in English at Shaikh Zayed University. A descriptive research design was employed in the study, and a modified close-ended questionnaire was distributed to collect data from (20) female and (80) male students. Also, IBM SPSS Statistics 24th version was used to analyse collected data; frequency and percentage were presented in tables. Furthermore, the study's findings revealed that fear of making mistakes while speaking, low self-confidence and poor grammar knowledge wer

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D'Antoine, Emma, Janis Jansz, Ahmed Barifcani, Sherrilyn Shaw-Mills, Mark Harris, and Christopher Lagat. "Effects of the COVID-19 pandemic on employees' psychological health in the offshore oil and gas industry and opportunities for improvement." World Safety Journal Vol. XXXI, no. 2 (2022): 1–14. https://doi.org/10.5281/zenodo.6790705.

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This qualitative study aimed to identify psychosocial hazards in the highly-stressful environment of the Australian offshore oil and gas industry. The study utilised a focus group, which consisted of 6 participants from various offshore facilities, at varied organisational levels and 2 representatives of 2 oil and gas legislative organisations. NVivo analysis showed that the main psychosocial concerns were casualisation, the COVID-19 pandemic and its effects on rosters and job security, fear of re-injury and making mistakes. The findings can be used to help guide policy and develop risk contro

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Komala, Imas, and Yusak Hudiyono. "Psychological Obstacles in Second Language Acquisition and How to Overcome Them." Eduvest - Journal of Universal Studies 5, no. 2 (2025): 2202–13. https://doi.org/10.59188/eduvest.v5i2.50026.

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Second language (L2) acquisition is often confronted with various psychological barriers that can hinder the learning process. These barriers include anxiety, embarrassment, fear of making mistakes, and lack of motivation. These psychological factors can affect learners' self-confidence and slow down their ability to master a second language. This study discusses the common psychological obstacles faced by L2 learners and how to overcome them. Proposed solutions include stress management techniques, enhancing intrinsic motivation, and creating a supportive learning environment. This research a

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Domar, Evsey D., and Mark J. Machina. "The Profitability of Serfdom: A Reply." Journal of Economic History 45, no. 4 (1985): 960–62. http://dx.doi.org/10.1017/s0022050700035208.

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In discussing Catherine II's proficiency in the Russian language, the historian Kliuchevaskii remarked that “she could make four mistakes in spelling a Russian word consisting of three letters.” According to Peter Toumanoff, we have performed a similar feat by making no fewer than five major mistakes in a single paper.

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Alramamneh, Abdellatif Khalaf Suleiman, Obaid Abdelkarim Obaid Sabayleh, Shirin Munier Abdallah Abu hazim, and Samer Mohammed Abu Drei. "Psychological and Social Problems of Hearing-Impaired Students and the Adopted Coping Strategies in Deaf Schools." Journal of Educational and Social Research 10, no. 2 (2020): 205. http://dx.doi.org/10.36941/jesr-2020-0039.

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The aims of this study were to identify the social and psychological problems of hearing-impaired students and investigate the coping strategies adopted in deaf schools. The descriptive analytical approach was used to describe the data collected from a randomly selected sample that consisted of 150 deaf students; 67 were males and 83 were females. The findings showed that hearing-impaired students face social problems such as difficulties encountered in public places and feeling scared of violence by others. The findings also showed that students with hearing impairment face frequent psycholog

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Abrar, Mukhlash, Muhammad Muldan Salim, Rd. M. Ali, and Felipa M. Rico. "(Un)silencing the Silence: EFL Students’ Speaking Anxiety in Answering Lecturers’ Questions." JEELS (Journal of English Education and Linguistics Studies) 11, no. 1 (2024): 131–56. http://dx.doi.org/10.30762/jeels.v11i1.1888.

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This study attempts to explore the factors and strategies of EFL students' speaking anxiety in answering the lecturer's questions. A qualitative design using a case study method was employed to gather information about individual experiences. This study examined EFL students' speaking anxiety when responding lecturers' questions at a Jambi public university. The researchers selected 10 active EFL students who had finished all courses, were accessible, and eager to engage in this research. The researchers collected data through interviews and supervisor notes. The findings were analyzed themati

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