Exploring the causes and potential impact of embarrassment in English speaking classes: A case study of Omani students

Manizheh Alami ()

Contemporary Research in Education and English Language Teaching, 2025, vol. 7, issue 1, 16-32

Abstract: Due to the global prevalence of English, it is essential for non-native learners to develop effective speaking skills. English speaking classes often evoke feelings of embarrassment among EFL learners, which can significantly affect language performance. Various factors contribute to this feeling, which has largely been overlooked by teachers despite its significant impact on language learning. The present study is an attempt to identify the sources of Omani students’ embarrassment in speaking classes and the potential negative or positive impact of it (if any) on their language performance. It further investigates whether there is a meaningful relationship between gender and embarrassment in English speaking classes. A sample of n=151 students participated in the study and filled out the questionnaire. The results of the study show that some linguistic and interpersonal factors contribute to students’ embarrassment during English speaking activities, among which are: fear of speaking in front of the class, struggle to recall or use the wrong word, feeling less fluent compared to classmates, mispronouncing words, receiving negative feedback or comments from teachers and classmates, and some other factors. Additionally, the cross-gender comparison indicates that in some cases, gender is a significant factor influencing the level of embarrassment experienced by speakers.

Keywords: EFL classroom; English speaking; Embarrassment; Gender differences; Omani students. (search for similar items in EconPapers)
Date: 2025
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