Glossophobia as a Barrier to EFL Students' Academic Interaction with Special Reference to Foreign Language Classroom Anxiety Scale ( FLCAS) by Hurwitz and Cope (1986) The Case of First-year LMD English students of Abbas Laghrour University.

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Abstract This study was conducted to discover to the extent to which Glossophobia acts as a barrier to EFL students‟ academic interactions. It aims at exploring the impact of glossophobia on EFL students‟ public speaking and oral presentations. It has been adduced that foreign language learners suffer from considerable levels of fear because they are exposed to the challenge of transforming contents with a language that they are not very familiar with. The majority of students are confronted with different factors that can create fear to them, which makes their goal of achieving proficiency and mastering the target language rather difficult. In order to achieve the research objectives, the data analysis procedure was based on the quantitative method, where two questionnaires were used as a data gathering tool. The first questionnaire which was the Foreign Language Classroom Anxiety Scale (FLCAS) model designed by Horwitz, and Cope (1986) was distributed to first year English students in the university of Abbas Laghrour Khenchela. In addition to a second questionnaire that was designed for the solidification of the data results and findings. Among the four factors, English classroom fear remained at the top, followed by communication apprehension anxiety. Fear of negative evaluation has been assigned the third position, and test anxiety got the least mean. This was even confirmed by the participated teachers who agreed on the prevalence of this latter. The following suggestions are forwarded based on the findings of the study that have significant pedagogical implications. It is suggested that EFL teachers should take into consideration glossophobia as a serious problem that should be treated in Abbas Laghrour University classes. Also, Teachers should encourage students not only about what they should learn in the curriculum but sharing their likes and dislikes in learning process too. Thus, students should be taught in an environment where they are less criticized to ensure better teacher-students learning atmosphere creating friendly relationship for increased interaction in the target language.