2026· International journal of research and innovation in social science· Vol 10, pp. 9034-9048· 0 citations
Abstract
Public speaking anxiety (PSA) is a common challenge among ESL learners, often affecting their academic performance, and classroom participation. Developing speaking skills is a challenging process that requires learners to use correct vocabulary, grammar, pronunciation, intonation, and body language. This study explores the key factors contributing to public speaking anxiety (PSA) and examines effective classroom strategies to help ESL learners manage their fear of speaking in front of an audience. Drawing on existing literature, the study identifies several major factors associated with speech anxiety, including fear of negative evaluation, lack of preparation, low self-confidence, limited speaking experience, and peer pressure. The study also highlights four classroom strategies theory by Kondo and Ying Ling (2004) that can create a supportive learning environment and reduce anxiety levels. A total of 106 students from the English study program at a Malaysian public university participated in this quantitative study. The findings indicate that relaxation strategies were the most frequently adopted by students to manage their public speaking anxiety (PSA), with a mean score of 3.8. Preparation strategies ranked second, also recording a mean score of 3.8. This was followed by positive thinking strategies, while peer- seeking strategies were the least preferred among the participants. The results of this study are expected to provide valuable insights for ESL learners, educators, and policymakers in developing effective approaches to reducing public speaking anxiety and enhancing speaking performance.
Affective factors such as anxiety, low motivation, and low self-esteem are well-known psychological barriers to second-language learning, particularly in the development of oral proficiency. High speaking anxiety raises learners’ affective filter, resulting in reduced language intake and more disfluent oral production. This study evaluates the effects of training first-generation ESL learners in selected anxiety-coping strategies on English-speaking anxiety and speaking fluency. Participants received 45 regular intervention sessions, in addition to counselling and feedback sessions. Using notetaking and phased pedagogical interventions, including systematic desensitisation, rehearsal opportunities, mirror talk, and record-and-review techniques, the researchers measured speaking anxiety through the English Language Speaking Anxiety (ELSA) scale and assessed speaking fluency through a rubric. The significant improvement in learners’ fluency following anxiety reduction is promising and has implications for teachers, particularly those who work with first-generation learners.
Leelavathi M. C., C. R. R. Reddy, Suvarna Lakshmi Gangavarapu· Journal of English Language...· 0 citations
Speaking remains a primary source of anxiety for ESL learners due to low confidence and the fear of making mistakes. This study investigated how collaborative learning influences learners’ engagement and active participation during speaking activities. Guided by Vygotsky’s sociocultural theory and the principles of Communicative Language Teaching (CLT), the research explored how peer interaction reduces emotional barriers and promotes 21st-century skills. A quantitative survey design was employed, involving 50 students enrolled in English-related courses who were selected via convenience sampling. Data were collected using a structured five-point Likert scale questionnaire focusing on speaking anxiety, oral presentation difficulties, and perceptions of collaborative learning. The data were analysed using descriptive statistics (means and standard deviations) in SPSS. The findings revealed that while students experience moderate speaking anxiety (M = 3.66 for nervousness) and face challenges related to language proficiency (M = 3.76), they hold strongly positive perceptions of collaborative learning. Most items regarding collaborative activities recorded mean scores above 4.00, with students noting that working in groups increases their confidence (M = 4.18) and provides more opportunities to practice (M = 4.32). The study concludes that integrating group-based tasks into the ESL classroom creates a supportive environment that enhances motivation and oral communication competence.
Anis Idayu binti Aziz, Raja Nur Hidayah binti Raja Yacob· International journal of res...· 0 citations
This study aims to discover the types, factors, and coping strategies of speaking anxiety among 7th-grade students in an international school. The participants comprised all 7th-graders from six classes at an international Islamic boarding school in East Java. Using a sequential explanatory mixed-methods design, questionnaires were distributed to all students to map their anxiety types, followed by semi-structured interviews with six purposively selected participants to delve deeper into the factors and coping strategies. The findings revealed that communication apprehension and fear of negative evaluation were the dominant types of speaking anxiety experienced by students, while test anxiety occurred less frequently. Several factors contribute to this speaking anxiety, including psychological, linguistic, pedagogical, and socio-cultural factors such as intensive English use demands in an international school environment. To overcome anxiety, students applied coping strategies, with preparation and peer-seeking as the most frequent strategies, followed by relaxation and positive thinking. Some students also exhibited signs of resignation. This study concludes that speaking anxiety is a complex phenomenon influenced by both internal and external factors, offering pedagogical insights for teachers and school administrators to design less-anxious speaking environments.
Rifda Amelia· JOURNEY (Journal of English...· 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
Today, practical communication skills are crucial at all levels. The dynamic changes in the educational landscape have affected students' public speaking abilities, especially since classes were held online. Most public speakers are trained, but they still get nervous when speaking in front of an audience. Speakers and learners cannot convey ideas and concepts fluently when stressed. This study examined undergraduate public speaking anxiety, its causes, and potential interventions. The study employed a quantitative research design to identify the causes of public speaking anxiety among 100 college students. The findings show that students fear public speaking due to a lack of confidence. Moreover, audience size significantly impacts students’ performance and nervousness. The results also revealed that being involved in public speaking activities will aid students in presenting better, and that students believe they can reduce their fear by using different strategies and seeking professional help.
Candylyn A. Alunday· International Journal of Lin...· 0 citations
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.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations
