Aug 2026· Jurnal Pustaka Cendekia Pendidikan· 0 citations
Abstract
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.
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
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.
This study examined the relationship between English-speaking anxiety and English-speaking performance among Senior High School learners. Anchored on Foreign Language Anxiety Theory, MacIntyre and Gardner’s Processing Model of Language Anxiety, Krashen’s Affective Filter Hypothesis, and Dörnyei’s L2 Motivational Self System, the study focused on communication apprehension, fear of negative evaluation, and test anxiety as dimensions of English-speaking anxiety. A descriptive–correlational research design was used. Data were gathered from Senior High School learners using an adapted 15-item Foreign Language Classroom Anxiety Scale and learners’ English subject grades in Effective Communication. Mean, standard deviation, and Pearson product–moment correlation was used to analyze the data. Findings showed that learners experienced a very high level of English-speaking anxiety, with an overall mean of 3.35. Communication apprehension recorded the highest mean of 3.37, followed by fear of negative evaluation at 3.35 and test anxiety at 3.34. Despite this, learners showed high English-speaking performance, with a mean grade of 89.50. Correlation results revealed a significant moderate negative relationship between English-speaking anxiety and performance, r = -0.521, p = 0.023, indicating that higher anxiety is associated with lower performance. The study concludes that English-speaking anxiety is an important affective factor influencing learners’ confidence, participation, and communicative competence. It recommends supportive learning environments, learner-centered instruction, constructive feedback, language enrichment activities, and further studies on related variables and interventions. The study supports SDG 4 – Quality Education, SDG 3 – Good Health and Well-Being, SDG 8 – Decent Work and Economic Growth, and SDG 17 – Partnerships for the Goals. Its sustainability impact lies in promoting educational, institutional, socio-economic, and learner well-being sustainability through evidence-based strategies for improving English communication.
Sherame Rose Dalit· International Journal of Sus...· 0 citations
This study examined the influence of language anxiety on the English-speaking performance of Bachelor of Secondary Education major in English (BSED-English) students at Colegio de San Antonio de Padua. In the context of increasing global communication demands, English proficiency and speaking confidence are essential for future educators. The study aimed to determine the students’ level of perceived language anxiety in terms of fear, shyness, discomfort, and communication apprehension, as well as their level of speaking performance in terms of speaking ability, comprehension, fluency, and coherence. A quantitative descriptive-correlational research design was employed to identify whether a significant relationship exists between language anxiety and speaking performance. Data were gathered from BSED-English students using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) and a researcher-developed speaking performance rubric, both of which underwent validation and reliability testing. The statistical tools used for data analysis were the weighted mean and Pearson Product-Moment Correlation Coefficient (r). The findings revealed that the respondents exhibited a high level of language anxiety, particularly in communication apprehension and shyness, while demonstrating a competent level of English-speaking performance. Furthermore, the results indicated a negligible negative relationship between language anxiety and speaking performance, which was not statistically significant. This suggests that language anxiety does not directly affect students’ speaking performance in this context. However, the findings implied that other factors such as coping strategies, motivation, and instructional support may influence speaking outcomes. It is therefore recommended that educational institutions implement intervention programs and supportive classroom strategies to help reduce anxiety and enhance students’ speaking competence.
Marie Bless Misa· Psychology and Education: A...· 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 anxiety is a prevalent psychological challenge among English as a Foreign Language (EFL) learners, leading to avoidance of oral participation, hesitation in responding to questions, and fear of negative evaluation. This study aimed to identify and classify the levels of speaking anxiety among students in Academic Speaking classes at STKIP Muhammadiyah Aceh Barat Daya, categorizing them as low, moderate, or high. Using a descriptive quantitative approach, the research involved 30 students from the fourth, sixth, and eighth semesters of the English Education Study Program who had completed Advanced Speaking prerequisites, selected through purposive sampling. Data were collected using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) with 33 statements via Google Forms, and analyzed using frequencies and percentages. Findings showed that 90.0% of students experienced moderate speaking anxiety, 6.7% low anxiety, and 3.3% high anxiety, with a mean total score of 101.93. Item-level analysis revealed the highest anxiety was linked to fear of failing to keep up with lessons and speaking about unprepared material, reflecting test anxiety, while lowest scores related to physical panic symptoms. These findings suggest that most students experienced moderate anxiety, sufficient to hinder participation in speaking activities, highlighting the need for supportive, well-structured speaking instruction.
