ANXIETY-INDUCED WORD LOSS AND LEXICAL RETRIEVAL FAILURE IN STUDENT SPEECH: A PSYCHOLINGUISTIC STUDY IN EDUCATIONAL CONTEXTS

Abstract

Language is the primary means through which individuals interact with one another. Different countries use different languages to communicate and express their ideas and emotions clearly. Not only countries but also regions have their own languages. Pakistan, for example, is a multilingual country where approximately 70 to 80 languages are spoken, including Saraiki, Sindhi, Pashto, Balochi, Punjabi, and Hindko. Language also plays an important role in passing knowledge from one generation to another, especially in the education system.

However, students in Pakistan also face educational challenges, including a lack of proper career counseling and guidance. Many students do not have access to services that can help them understand job market demands or choose suitable academic paths. As a result, they often enroll in courses that do not match their interests, abilities, or future career goals, and may not fully meet current job market needs (Khan, Shakeel, & Khan, 2024). This mismatch creates confusion, pressure, and uncertainty about the future.

This uncertainty contributes to anxiety among students. Another related factor is that parts of the curriculum are based on imported content and may not always reflect local cultural, Islamic, and religious values. This can affect students' sense of connection, confidence, and belonging in academic settings. When students feel less connected to what they study and are unsure about their academic direction, they experience fear of failure and judgment, especially in situations such as presentations.

In many cases, when students do not fully understand the material, they rely on rote learning to pass exams. This leads to memorization without real understanding, where learning becomes mechanical rather than meaningful. As a result, critical thinking and creativity are reduced, and students struggle to express ideas in their own words. This dependence on memorization further increases anxiety during speaking tasks, as they are unable to recall or explain concepts confidently.

This study explores the psychological impact of anxiety on students, focusing on how they struggle to use their own language despite being fluent in it. It examines how students, when speaking in front of an audience, are unable to express their thoughts clearly and fail to communicate their ideas. The study also explores the relationship between language and anxiety. Data were collected through a quantitative research method to examine language use during public speaking and oral presentations.

During class presentations, it is observed that students panic in front of others. Their hands shake, and they are unable to express what they have prepared. This happens due to fear of judgment, confusion, and mental pressure. Many students experience intrusive thoughts, hesitation, and low confidence. As a result, they struggle to recall even common vocabulary from their own language and fail to organize their ideas clearly.

The findings show that anxiety affects students' confidence, mental health, and academic performance. It leads to problems in language use, difficulty in thinking clearly, and loss of confidence. This creates a communication gap where students are unable to express their ideas effectively.

The study suggests that educational institutions should provide both career counseling and psychological support. This can help students make better academic choices, reduce uncertainty, manage anxiety, and improve their ability to communicate and perform well in their studies.