Jul 2026· Journal of Languages and Language Teaching· 0 citations
Abstract
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
This study explores the speaking anxiety experienced by sixth-semester students during English microteaching practice at Universitas Bhinneka PGRI Tulungagung. The study aims to investigate students’ perceptions, contributing factors, and anxiety levels. A mixed-method approach was employed. Qualitative data were collected through semi-structured interviews and classroom video observation, while quantitative data were obtained using the Foreign Language Classroom Anxiety (FLCAS). The results revealed three main types of anxiety experienced by students: communication apprehension, test anxiety, and fear of negative evaluation. Four major factors were found to influence their anxiety: psychological, social, linguistic, and contextual. Based on the FLCAS data, 66.67% of students experienced severe speaking anxiety, while 13.33% experienced panic-level anxiety. These findings suggest that high levels of anxiety can have a significant impact on students’ speaking performance in teaching practice. Therefore, there is an urgent need for teaching strategies that help students to reduce anxiety and build confidence in the classroom.
Despite more than a decade of formal English language instruction, many Malaysian tertiary students continue to experience difficulties communicating confidently in English. This study explores the factors that hinder spoken English development among diploma students and examines their perceptions of English language learning as well as their expectations of English lecturers. Guided by Krashen’s Affective Filter Hypothesis, Vygotsky’s Sociocultural Theory, and Expectancy-Value Theory, the study employed a qualitative research design using open-ended questionnaires administered to ten diploma students from a private higher education institution in Kelantan, Malaysia. Thematic analysis revealed three interrelated themes: (1) affective barriers and linguistic insecurity, (2) pedagogical limitations and communicative deprivation, and (3) learner expectations of supportive and meaningful learning experiences. Findings indicate that students’ speaking difficulties stem not only from linguistic limitations but also from anxiety, fear of negative evaluation, low self-confidence, limited opportunities for authentic communication, and a perceived mismatch between classroom practices and communicative needs. Participants expressed a strong preference for interactive, learner-centred, and supportive learning environments that encourage risk-taking and meaningful language use. The study highlights the importance of emotionally responsive and communicative pedagogies in fostering spoken English proficiency and challenges deficit perspectives that portray learners as unmotivated. The findings contribute to the understanding of spoken English development in Malaysian tertiary education and provide practical implications for lecturers, institutions, and policymakers seeking to enhance graduate communicative competence.
Iz’an Rosmani, Siti Nur Saadah Saadun· International journal of res...· 0 citations
This study investigates students' speaking anxiety in English speaking skill learning at Grade X of SMA Swasta Daerah Kisaran. Speaking anxiety is a common psychological barrier that inhibits students' oral performance in the English as a Foreign Language (EFL) context. This qualitative descriptive study aimed to identify the dominant causes of speaking anxiety, describe coping strategies employed by students, and analyze the correlation between anxiety levels and speaking fluency during individual presentations. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, semi-structured interviews, and classroom observation of 15 selected Grade X students. The findings reveal that 40% of participants demonstrated severe anxiety levels (scoring 8-10 on the anxiety scale). The dominant internal factor was fear of making mistakes, affecting 10 out of 15 students. External factors such as peer pressure, audience gaze, and fear of negative evaluation significantly amplified students' anxiety. These results align with Horwitz et al.'s (1986) FLCAS framework encompassing communication apprehension, test anxiety, and fear of negative evaluation. The study recommends that English teachers adopt low-stakes interactive methods, reduce immediate corrective feedback, and cultivate a supportive classroom culture to lower the affective filter and enhance students' speaking confidence.
Syaipullah Akbar Sinaga, YenYen Kezia Agustin, A. Zahra et al.· Jurnal Pustaka Cendekia Pend...· 0 citations
This study examines the speaking anxiety experienced by EFL students when interacting in English with their Indonesian peers, as well as the strategies they use to alleviate it. This study employed a qualitative descriptive design involving semi-structured interviews with six Indonesian EFL undergraduates. Data were analysed using thematic analysis. The findings revealed four main factors causing anxiety: fear of negative evaluation from peers (including the proximity paradox, whereby students are actually more anxious around close friends), situational speaking pressure, linguistic insecurity, and internal psychological pressure (including professional identity threat). To manage their anxiety, students employed strategies such as independent practice (including self-recording and ChatGPT), emotional regulation, cognitive reframing of mistakes, and mindful communication (code-switching and language simplification). However, no participant reported that their anxiety had disappeared entirely. This study provides qualitative insight that enhances our understanding of foreign language anxiety in the context of peer interaction. It also offers practical recommendations for developing a more supportive environment for EFL speaking in Indonesian universities.
Rhizma Rhizma, A. Aridah, Istanti Hermagustiana· Journal of English Language...· 0 citations
Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
Fabella Machfira, Nenden Sri Lengkanawati· Journal of education studies· 0 citations
This study investigates the effect of using the artificial intelligence (AI)-based application ELSA Speak on enhancing English speaking skills and reducing speaking anxiety among 25 junior eighth-grade students at SMP Negeri 32 Semarang, Indonesia. This study used a mixed-methods approach with a single-group pretest-posttest design. Quantitative data were collected through speaking tests and the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and analyzed using the Wilcoxon Signed-Rank Test, while qualitative data were gathered through interviews and subjected to thematic analysis with the support of MAXQDA software. The results demonstrated a significant improvement in students' speaking skills from pre-to post-test, with a very large effect size and reduced speaking anxiety. Qualitative findings revealed that ELSA Speak enhanced students’ speaking abilities, particularly in pronunciation and vocabulary mastery, while effectively reducing speaking anxiety and fostering greater confidence in oral communication.
Elvita Sitra Fuadah, Lusia M. Silitonga, Jafar Sodiq· International Journal of Res...· 0 citations