Speaking Anxiety in Libyan EFL Students: Effects of Stress and Confidence on Oral Performance

Abstract

This empirical investigation examines the detrimental effects of psychological barriers on oral communication proficiency among Libyan English as a Foreign Language (EFL) learners at Surman Faculty of Languages, Sabratha University. Employing a qualitative methodology, semi-structured interviews were conducted with fifteen undergraduate students to identify the complex interplay between affective factors and linguistic performance. The findings reveal three distinct yet interrelated challenges: lexical deficiencies and grammatical inaccuracies that undermine linguistic competence, cognitive interference manifesting as memory retrieval failure during speech production, and avoidance behaviors stemming from performance anxiety. These phenomena collectively contribute to measurable disfluencies including speech hesitation, irregular tempo, and reduced coherence. The study documents learner-endorsed remediation strategies, notably deliberate practice in low-stakes environments, strategic use of digital language tools, and metacognitive reflection techniques. These empirical observations provide robust support for Krashen's Affective Filter Hypothesis while extending its application to contemporary Libyan EFL contexts. The research underscores the pedagogical imperative of integrating psycholinguistic support with traditional language instruction, proposing an evidence-based framework for developing speaking competencies in anxietyinducing learning environments. Future investigations should examine the longitudinal efficacy of these interventions across diverse institutional and cultural settings.