This research explores the psychological factors that prevent Bangladeshi students from speaking English in public with reference to the interrelationships between Foreign Language Anxiety, self-efficacy, and perceptions of the utility of language labs. A quantitative research design was applied with a sample size of 382 students to analyze the data using Partial Least Squares Structural Equation Modeling. The findings suggest that psychological barriers significantly influence self-efficacy (β= 0.261, p=0.029) and are a major force behind students using language labs as a coping strategy (β= 0.502, p=0.000). The level of English proficiency was found to be a determining factor of self-efficacy (β= 0.417) and mediate foreign language anxiety. It is interesting to note that the direct correlation between the use of language labs and self-efficacy did not have any significant value (β= 0.008, p=0.902), which indicates that technological resources cannot be effective without a well-organized pedagogical approach. The model explained 61.1% of the variance in self-efficacy. These findings point out the importance of incorporating affective variables alongside linguistic proficiency and propose the strategic utilization of technology-enhanced classroom environments to facilitate low-stakes practice and enhance communicative competence.
Keywords: EFL Learners; English Speaking Skills; Foreign Language Anxiety; Language Lab; Psychological Barriers; and Self-Efficacy
05-Sep-2026
