A Psycholinguistic Approach to Arabic Speaking Skills Overcoming Language Anxiety and Enhancing Fluency

Abstract

Language anxiety remains a significant barrier in second language acquisition, particularly in Arabic speaking skills. This study explores the psycholinguistic factors contributing to language anxiety and their impact on fluency among Arabic learners. Conducted in two educational institutions, Darullughah Wadda’wah and Maktab Mahmud Yan, this research employed a mixed-methods approach, integrating qualitative interviews, classroom observations, and focus group discussions. The findings indicate that fear of negative evaluation, lack of exposure, and cognitive overload are the primary causes of language anxiety. Additionally, self-efficacy, inner speech, and structured speaking tasks emerged as critical factors influencing fluency and confidence. Strategies such as mnemonic techniques, guided breathing exercises, and interactive speaking activities were found to significantly reduce anxiety and enhance oral proficiency. This study contributes to the existing literature by offering a psycholinguistic framework that bridges theoretical insights with practical interventions in Arabic language education. Despite its contributions, the study is limited to structured classroom environments, and further research should explore the application of psycholinguistic strategies in informal learning contexts. Future studies should also investigate the role of technology, including AI-driven learning tools, in mitigating language anxiety and promoting fluency. The implications of this research highlight the necessity for educators to adopt student-centered pedagogical approaches that foster confidence and facilitate anxiety-free language learning.