CREATING A PSYCHOLOGICALLY SAFE CLASSROOM TO FOSTER LINGUISTIC COMPETENCE: REDUCING FEAR OF MISTAKES IN B1–C1 LEARNERS

Abstract

This thesis examines the role of psychological safety in fostering linguistic competence among adult learners at CEFR levels B1 to C1. Despite possessing adequate grammatical knowledge, many learners refrain from speaking due to fear of errors, peer judgment, or embarrassment—a phenomenon known as foreign language anxiety. Drawing on Krashen’s Affective Filter Hypothesis and Bandura’s Self-Efficacy Theory, the study proposes a pedagogical framework centered on error normalization, non-judgmental feedback, anonymous speaking tasks, and collaborative learning structures. The analysis demonstrates that when classrooms are intentionally designed as psychologically safe spaces, learners exhibit greater willingness to take linguistic risks, leading to improved fluency, accuracy, and pragmatic appropriateness.