Exploring the Role of Online Group Interaction in Reducing Speaking Anxiety Among ESL Undergraduates

Abstract

Speaking anxiety remains a common challenge among English as a Second Language (ESL) undergraduates, affecting their confidence and willingness to communicate in English. As online learning becomes increasingly prevalent in higher education, online group interaction has emerged as a promising approach to creating a more supportive learning environment. This study explored the role of online group interaction in reducing speaking anxiety among ESL undergraduates. Guided by Bandura's Social Cognitive Theory and the Community of Inquiry framework, the study employed a convergent mixed-method design involving 84 ESL undergraduates from a Malaysian public university. Quantitative data were collected using a structured questionnaire and analysed using descriptive statistics, while qualitative data from open-ended survey questions were analysed using thematic analysis. The findings revealed that participants experienced a moderate level of speaking anxiety. Among the three dimensions of online group interaction, Teaching Presence recorded the highest mean, followed by Social Presence and Cognitive Presence, highlighting the importance of lecturer facilitation, peer support, and collaborative learning. The qualitative findings further revealed that online group interaction increased speaking confidence, fostered a supportive learning environment, encouraged collaborative learning, and reduced communication apprehension, although challenges related to vocabulary and fear of making mistakes remained. The study highlights the value of incorporating structured online group interaction into ESL instruction to promote students' confidence and oral communication.