Psychological Barriers that Hinder Oral Classroom Communication The Case Study of First Year EFL Students at Abou Bakr Belkaid University of Tlemcen

Abstract

The present study investigates the different psychological problems encountered by students when speaking a Foreign language in the department of English at Abou Bakr Belkaid University of Tlemcen. It aims to realize two main objectives. First, it aims to explain the causes that lead to students' foreign language psychological barriers and hinder their speaking performance. Second, it aims to investigate the effective strategies that teachers and learners can use in order to reduce these obstacles and enhance students' foreign language speaking performance. Additionally, the research depends on one research instrument to collect data; questionnaire that was addressed just to 15 first-year EFL students because of covid19. The research reveals that the majority of students experience the effects of ever psychological barriers. In addition, low selfconfidence is the most capable problem in hampering students' oral communication. Thus, the results illustrate different ways to tackle and minimize the psychological factors, hence, achieve better performance in oral production in particular and enhance the learning of English in general.