The Impact of Manipulative Personalities and Radical Group Dynamics on Foreign Language Anxiety (FLA) in Corporate Settings: A Case Study of Educator Stalking and Group Disintegration

This paper explores a critical intersection between glottodidactics, social psychology, and workplace safety. While Foreign Language Anxiety (FLA) is traditionally attributed to internal cognitive factors or classroom environments, this study examines an extreme external variable: the presence of a manipulative individual associated with a radicalized group (cult) within a Business English training program. Utilizing a 12-month longitudinal case study and analytical autoethnography within a Polish construction firm, the research documents the systematic disintegration of a learning group as it collapsed from five members to a single participant. The findings reveal that the subject weaponized communicative tasks for "information mining" and utilized "milieu control" to establish a Panopticon-like atmosphere. This environment transformed traditional performance-based fear into "Hyper-vigilant Language Anxiety" (HLA), where learners prioritized self-preservation over acquisition. Furthermore, the study analyzes the escalation from classroom dominance to extra-curricular harassment and stalking of the educator, meeting the criteria of Art. 190a of the Polish Penal Code.The paper concludes that current pedagogical frameworks for "difficult students" are insufficient for addressing "Ideologically Hostile Participants". It argues for the urgent inclusion of "Security Literacy" in teacher training and the implementation of institutional "Zero-Tolerance Protocols" to protect freelance educators from organized psychological aggression.