Exploring Socio-Emotional Factors and the Role of Embarrassment in English Language Acquisition in Georgian Universities

Abstract

This study explores the influence of socio-emotional factors—particularly embarrassment—on English language acquisition among university students in Georgia. Recognizing the growing importance of English proficiency for academic and professional advancement, the research investigates how emotional barriers impact learners' communicative performance, classroom participation, and motivation. Guided by the principles of the United Nations Sustainable Development Goal 4 (Quality Education), the study employs a quantitative, descriptive methodology, surveying 124 undergraduate students from both public and private universities across Georgia. Results reveal that embarrassment, anxiety over pronunciation, and fear of negative evaluation are prevalent and significantly hinder learners’ willingness to engage in oral communication. While many students report reduced confidence and participation due to these factors, others demonstrate resilience and a proactive desire to improve. The findings underscore the need for emotionally supportive pedagogical strategies, including low-stakes speaking opportunities, constructive feedback, and educator training on emotional sensitivity. This study contributes to the growing body of research on affective factors in second language acquisition and offers practical recommendations to enhance the emotional well-being and communicative competence of language learners in higher education.