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Findings from non-English majors (N=8) in Lahore highlight anxiety triggers such as self-perception, linguistic issues, comprehensible input deficits, and classroom and socio-cultural influences.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/detecting-perceived-barriers-in-flsa-the-socio-psycholinguistic-study-of-efl-university-learners/590049/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/detecting-perceived-barriers-in-flsa-the-socio-psycholinguistic-study-of-efl-university-learners/590049.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What theoretical frameworks guided the study on EFL speaking anxiety?","Question",{"text":62,"@type":63},"The study was guided by Vygotsky’s socio-cultural theory, Krashen’s comprehensible input hypothesis, and Horwitz’s foreign language anxiety theory.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were participants and data collected in the research?",{"text":67,"@type":63},"Participants were recruited from a public sector university in Lahore, Pakistan; they were non-English majors (N=8) aged 20–26. Data were collected using semi-structured interviews and focus group discussions, then analyzed with content analysis.",{"name":69,"@type":60,"acceptedAnswer":70},"What factors were identified as perceived barriers that induce speaking anxiety?",{"text":71,"@type":63},"The findings point to psychological and affective factors (e.g., anxiety, introverted personality, low self-esteem), linguistic issues (vocabulary, grammar, pronunciation), and socio-cultural factors such as lack of comprehensible input and limited exposure to the target language, as well as gender, parental role, background, and social status.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},590049,1792210786,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners\u003Cbr>Sameena Malik1*, Huanq Qin1, Ibrahim Oteir2, Muhammad Arif Soomro3\u003Cbr>1Faculty of Social Sciences, Department of Foreign Languages, Huazhong University of Science & Technology, Wuhan China 2Faculty of Social Sciences, Department of Applied Linguistics, Batterjee Medical College, Jeddah Saudi Arabia\u003Cbr>3Faculty of Science, Department of English, Quaid-e-Awam University of Engineering, Science & Technology, Nawabshah Sindh Pakistan\u003Cbr>Corresponding Author: Sameena Malik, E-mail: [sameenamalik@hust.edu.cn](sameenamalik@hust.edu.cn) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students’ own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors’ remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others anda person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings ofthis qualitative research have practical implications for second and foreign language EFL learning. |\n| Article history\u003Cbr>Received: November 07, 2020\u003Cbr>Accepted: January 02, 2021\u003Cbr>Published: February 28, 2021\u003Cbr>Volume: 12 Issue: 1\u003Cbr>Advance access: February 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Anxiety, Perceived Barriers, Foreign Language, Speaking Disorders, Speaking Skills, University Learners |  |\n\nINTRODUCTION  \nOne cannot deny the fact that language acquisition and learning is a way of socialization and two-way process and ultimately connects human beings from all walks of life. The importance of speaking language remains indisputable and thus, it keeps hu","cbCaidgIG6MQynmW","https://ap.wps.com/l/cbCaidgIG6MQynmW","pdf",310895,12,"English","# Abstract\n# Introduction\n## Neurobiological Aspect of Anxiety","[{\"question\":\"What theoretical frameworks guided the study on EFL speaking anxiety?\",\"answer\":\"The study was guided by Vygotsky’s socio-cultural theory, Krashen’s comprehensible input hypothesis, and Horwitz’s foreign language anxiety theory.\"},{\"question\":\"How were participants and data collected in the research?\",\"answer\":\"Participants were recruited from a public sector university in Lahore, Pakistan; they were non-English majors (N=8) aged 20–26. Data were collected using semi-structured interviews and focus group discussions, then analyzed with content analysis.\"},{\"question\":\"What factors were identified as perceived barriers that induce speaking anxiety?\",\"answer\":\"The findings point to psychological and affective factors (e.g., anxiety, introverted personality, low self-esteem), linguistic issues (vocabulary, grammar, pronunciation), and socio-cultural factors such as lack of comprehensible input and limited exposure to the target language, as well as gender, parental role, background, and social status.\"}]","Detecting Perceived Barriers in FLSA - The Socio-Psycholinguistic Study of EFL University Learners | PDF",1792068681]