Foreign Language Anxiety and Oral Proficiency among Moroccan EFL Learners: A Case Study at ESEF Berrechid, Morocco

Abstract

This study seeks to investigate the relationship between foreign language anxiety and oral proficiency among Moroccan student teachers enrolled in the English Studies program at the École Supérieure de l’Éducation et de la Formation (ESEF) in Berrechid. Given the increasing importance of English in academic, scientific, and professional spheres, it is essential to identify and address the psychological and pedagogical factors that hinder effective language acquisition, particularly in oral communication. Adopting a mixed-methods design, the study combines quantitative data collected through questionnaires with qualitative insights drawn from classroom observations and semi-structured interviews with both trainee teachers and their instructors. It examines how varying levels of anxiety influence oral participation, confidence, and communicative competence during classroom interactions. Preliminary findings are expected to reveal that higher levels of anxiety are negatively correlated with oral performance, suggesting that anxiety significantly constrains students’ ability to express themselves fluently and confidently. The study ultimately aims to shed light on the need for evidence-based pedagogical interventions to foster a more supportive, low-anxiety learning environment and to enhance the oral proficiency of Moroccan EFL teacher trainees.