Psychological Barriers as Hindrance in Communication: A Case Study at the University of Swat

Abstract

This study examines the impact of psychological barriers on communication among university students, with a particular focus on BS English 5th-semester students at the University of Swat. Psychological barriers such as anxiety, lack of confidence, fear of mistakes, nervousness, and discouragement are identified as significant obstacles to effective communication in English as a second language. The research is framed within Stephen Krashen's (1982) Affective Filter Hypothesis, which explains how emotional variables interfere with language acquisition and communication. A quantitative approach was adopted, and data were collected through a structured questionnaire administered to 30 students, comprising 15 male and 15 female participants. The responses were analysed using Microsoft Excel and presented through pie charts for clarity. The findings reveal that most students experience psychological barriers that hinder their communicative competence. Lack of confidence, nervousness, and fear of being humiliated emerged as the most acute problems. Furthermore, external factors such as the presence of highly proficient peers and discriminatory teacher behaviour contributed to students’ feelings of inferiority and reluctance to participate in communication. These barriers not only limited students’ fluency but also affected their motivation and overall learning outcomes. The study suggests that supportive classroom practices, encouragement from teachers, appreciation from peers, and a positive societal attitude toward English learning can play a critical role in reducing psychological barriers. Creating a more inclusive and motivating learning environment is therefore essential for enhancing students’ confidence and enabling them to communicate effectively.

The findings reveal that most students experience psychological barriers that hinder their communicative competence. Lack of confidence, nervousness, and fear of being humiliated emerged as the most acute problems. Furthermore, external factors such as the presence of highly proficient peers and discriminatory teacher behaviour contributed to students’ feelings of inferiority and reluctance to participate in communication. These barriers not only limited students’ fluency but also affected their motivation and overall learning outcomes.

The study suggests that supportive classroom practices, encouragement from teachers, appreciation from peers, and a positive societal attitude toward English learning can play a critical role in reducing psychological barriers. Creating a more inclusive and motivating learning environment is therefore essential for enhancing students’ confidence and enabling them to communicate effectively.