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This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.

This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.

This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.

This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.

This undertaking determined the anxieties of students towards spoken English - its sources, coping mechanisms and teacher management. Being qualitative, audio-recorded interview was utilized to gather data. Participants were thirteen teachers and students of speech classes in a state university located in the northern region of the Philippines. Data elicited were transcribed in verbatim, confirmed by the participants, coded and categorized, and themed accordingly. Triangulation through video-recorded observation of the teachers and focus-group discussion of the students’ companions established stronger validity of the data. Findings confirmed teachers’ and students’ awareness of existence of English Speaking Anxiety (ESA). Both teacher and student participants concur that students’ ESA mainly manifests in difficulty reciting competent ideas using English, hesitance to speak due to grammar and diction inaccuracies, and being perturbed by attention from the class. Sources of ESA progress from strong influence of students’ first language at home, to limited use of English language at school, and personal conclusions that the language is impractical and unnecessary in their future professions. Students cope with the anxiety by either appreciating the language’s relevance and applying it in all levels of communication or remaining unconcerned. Teachers reduce ESA phenomenon within the classroom by demonstrating strict correction and guidance, encouragements, translations, and eliminated criticisms. Conclusions revolve on ASE serving both positive and negative influences to English speaking skills of students but contributing more debilitating effects; reduction of ESA through teachers’ provision of more English speaking opportunities, students’ initiative of personal training, introduction and practice of English at an earlier age, and the inevitability of ESA in the affective domain which encourages teachers to enforce psychological positivism.

Language anxiety is a common phenomenon that most of the language learners have gone through. The level of anxiety varies from person to person. Learners usually become anxious when they are not the native speakers of a particular language, but are required to learn or use the language. Learners demonstrate poor speaking performance because they are not competent with the target language. This study aims to investigate the factors affecting speaking anxiety among the learners, the common factors of anxiety and to observe strategies employed by learners to overcome their fear of speaking the English language. Interviews were conducted with the selected respondents in the Community Colleges in Sabah and Community Colleges in Kedah. The data obtained were transcribed and analyzed using discourse approach. The findings indicated that lack of vocabulary and fear of negative evaluation was the major factors of anxiety in speaking English language. Most learners employed an imitation strategy topractice speaking in English and to reduce the fear of speaking the English language. This study suggests that English teachers are the crucial main motivators to alleviate speaking anxiety and utilizing them in pedagogical context.&nbsp

Language anxiety is a common phenomenon that most of the language learners have gone through. The level of anxiety varies from person to person. Learners usually become anxious when they are not the native speakers of a particular language, but are required to learn or use the language. Learners demonstrate poor speaking performance because they are not competent with the target language. This study aims to investigate the factors affecting speaking anxiety among the learners, the common factors of anxiety and to observe strategies employed by learners to overcome their fear of speaking the English language. Interviews were conducted with the selected respondents in the Community Colleges in Sabah and Community Colleges in Kedah. The data obtained were transcribed and analyzed using discourse approach. The findings indicated that lack of vocabulary and fear of negative evaluation was the major factors of anxiety in speaking English language. Most learners employed an imitation strategy topractice speaking in English and to reduce the fear of speaking the English language. This study suggests that English teachers are the crucial main motivators to alleviate speaking anxiety and utilizing them in pedagogical context.&nbsp