Saheb, BilalKhoualdi, Samiha2024-05-152024-05-152023http://dspace.univ-oeb.dz:4000/handle/123456789/19289This study examines the impact of xenoglossophobia, the fear or anxiety experienced by individuals when speaking a foreign language, on the oral performance of English as a Foreign Language (EFL) learners. The research aims to raise awareness among educators and curriculum designers about the challenges faced by EFL learners and the importance of addressing xenoglossophobia to enhance oral proficiency. To comprehensively explore the impact of this phenomenon on oral performance, this study utilizes a descriptive mixed-method design, incorporating methodological triangulation to study a randomly selected cluster of 45 second-year master's didactics students of English at Larbi Ben M'Hidi University. Data collection involves the use of an observation checklist and two questionnaires as the primary and sole data collection tools. The attained results were analyzed using a wide array of statistical analyses. The findings of the Foreign Language Anxiety Scale (FLCAS) reveal a prevalence of xenoglossophobia amongst the participants. The following inferential statistics divulged the significance and insignificance of some potential factors. Of particular importance, there were two significant covariates; the study proves communicative competence and introversion to have an impact on xenoglossophobia, suggesting the involvement of individual factors in the arousal of the latter. Moreover, collectively through quantitative and qualitative research, further insights into the causes, the observable effects on oral performance, and what helps learners alleviate the edginess of their anxiety were yielded. The insights gained from this study contribute to the development of targeted interventions and instructional strategies aimed at alleviating Foreign Language Anxiety (FLA) among EFL learners, ultimately enhancing their oral proficiency.enCommunicative competence; Oral performance; Anxiety; EFL; XenoglossophobiaOther