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Oral communication plays a pivotal role in language learning. Although essential, many learners of English as a second language face distinct challenges when speaking. This qualitative research aimed to investigate and understand the coping strategies Jordanian students use to manage and alleviate their English Language Speaking Anxiety (ELSA) in both classroom and non-classroom environments. Fifteen undergraduate students from Zarqa Private University's (ZU) English Language Department in Jordan were selected for the study. A qualitative research approach was adopted to gather insights into the students' views and methods for dealing with their anxiety about speaking English, whether in class with instructors or in more casual settings. The findings of this study revealed that undergraduates at ZU employed five key coping strategies to manage and reduce speaking anxiety when using the English language. These strategies are self-regulation, selfconfidence, a supportive environment, practice/preparation, and humor. The findings revealed that students who faced unavoidable communication scenarios adopted self-soothing techniques to mitigate the effects of ELSA. [ABSTRACT FROM AUTHOR]

The research centers on the effectiveness of the FRET Strategy as an intervention in the development of the speaking skill at DFLOMNHS -- SHS whereas HUMSS 11-D students' struggles on speaking English language during their Oral Communication class. Hence, this can negatively impact their performance in class. To determine the students' level of speaking skill, the researcher used mixed method of research, specifically focusing on Grade 11 HUMSS D Students enrolled in the SY 2023-2024. The researcher used the validated researcher-made pretest and post-test rubric to collect the data needed in order to answer the specific problems of this study whereas the results showed that the students obtained a mean score of 10.15 in the pre-test interpreted as Below Basic and 14.99 in the posttest interpreted as Basic using statistical treatment and thematic analysis. These findings highlight the effectiveness of FRET Strategy in improving the speaking skill and stress the emergence of implementing the conceptual model in using FRET Strategy dubbed as FILL. Furthermore, it provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings. [ABSTRACT FROM AUTHOR]

Speaking is a crucial skill to develop when studying a foreign language, but it is also considered one of the most challenging. This study examines the level of speaking anxiety experienced by Chinese EFL learners in a classroom setting. The research methodology used is mixed method, both qualitative and quantitative, with data collected through a questionnaire and interviews conducted at a higher education institution in China where English language is studied. The quantitative study includes 95 participants, consisting of 72 females and 23 males, all of whom share a similar educational background in English language education. Additionally, interviews are conducted with 5 of the respondents who also participated in the questionnaire. The quantitative data is gathered using the Foreign Language Speaking Anxiety Questionnaire, which incorporates independent variables such as gender, out-of-class activities, participants' proficiency levels, and personality traits of the participants. The qualitative data is collected through semi-structured interviews. The findings indicate that participants often experience fear and anxiety in English language learning contexts. This is especially true when it comes to understanding instructions, speaking spontaneously, encountering unfamiliar vocabulary, facing unexpected questions, and making mistakes. The results suggest a significant difference between the introverted and extroverted groups in terms of personality variables. [ABSTRACT FROM AUTHOR]

Proficiency in speaking is essential for effective communication; however, anxiety serves as a significant barrier that negatively impacts oral performance, particularly in EFL contexts. This study addresses this issue by investigating speaking anxiety among English as a Foreign Language (EFL) students in Afghanistan, where limited research exists on the topic. A mixed-method design was employed, involving 120 students. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), while qualitative insights were obtained through structured interviews. The results revealed a moderate level of speaking anxiety, with no significant differences based on gender, language proficiency, or academic year. Qualitative findings indicated that participants experienced anxiety, particularly during their initial year of study, exhibiting symptoms such as shaking, sweating, forgetfulness, negative thoughts, difficulties in recalling words, maintaining eye contact, and concentrating. Contributing factors included low self-confidence, fear of negative evaluation and feedback, limited exposure to authentic English, language proficiency challenges, inadequate linguistic knowledge, difficulty of adapting to a new environment, and cultural influences. To cope with anxiety, students adopted strategies such as engaging with authentic English, utilizing social media, seeking constructive feedback, practicing regularly, speaking aloud, and employing relaxation techniques. The implications of the study provide valuable insights for educators, policy makers, and curriculum designers. The findings could serve as a reference for other countries or institutions that offer EFL programs.

This study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students.

The purpose of this study was to find out how much language anxiety EFL university students have, what causes it, and how they deal with it. This study aims to fill a gap in the literature regarding the causes of language anxiety, the causes, and how people cope with it, as most researchers have not yet combined those three factors into a single study. The current study used a mixed method, a questionnaire and a semi-structured interview were used. FLCAS was used as a questionnaire to collect quantitative data. At the same time, questionnaires and semi-structured interviews were used to select the qualitative method. This study included 40 male and female EFL university students from the Faculty of Business and Social Sciences at one of Jakarta's private universities. Their ages range from 18 to 25 years. In this study, the questionnaire items revealed two levels of anxiety: 1) low anxiety (62%) and 2) moderate anxiety (38%). Three causes of language anxiety were identified using a combination of questionnaire items and semi-structured interviews: 1) Inadequate confidence in speaking English in class; 2) Fear of making mistakes when speaking English; and 3) Lack of vocabulary/grammar knowledge. [ABSTRACT FROM AUTHOR]

Prior research has shown that English as a Foreign Language (EFL) students often experience speaking anxiety and its detrimental effects. However, there is limited knowledge about the speaking anxiety experienced by international students at a Thai university where English serves as both the medium of instruction and the primary language of communication outside the classroom. This study employed a three-pronged approach: a survey questionnaire to gauge speaking anxiety levels and identify differences based on nationality and geographical location; sorting activities to observe changes in speaking anxiety levels; and individual interviews to gain a deeper understanding of students' speaking anxiety. The descriptive analysis showed that students experienced varying degrees of anxiety. Among the 13 nationalities surveyed, Vietnamese, Cambodian, Thai, and Burmese students displayed higher levels of speaking anxiety. Moreover, students from rural backgrounds were more anxious than those from urban areas. Interviews conducted after the sorting activities revealed that factors such as familiarity, predictability, competence, and social support influenced students' anxiety levels. Pedagogical recommendations include the importance of repetition and practice, scaffolding, familiarity with an activity, building positive relationships, incremental exposure to language activities, regulating emotions and encouraging reflective practices.

Every student wanted to speak in English without feeling anxious, many of them really suffered from anxiety. Students who have negative thoughts while they are speaking in English, caused the negative result. Meanwhile, students who have positive thinking while they are speaking in English, will have positive result. The present study employed a quantitative approach, wherein a questionnaire was administered to a sample of 67 second-semester students enrolled in the English Education program at the University of Muhammadiyah Prof. Dr. HAMKA. The sample was collected with the use of the purposive sampling method. The result shows that the data calculated were rvalue= 0.315, rvalue ≥ N.Sig 5% (0.315 ≥ 0.01), and it was rvalue ≥ rtable (0.315 ≥ 0.240) and tvalue ≥ ttable (2.673 ≥ 1.996). As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Hi) was accepted. So, it told that there was a negative correlation between students’ level of positive thinking and their English speaking anxiety, and it was 0.315 in the low category.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric as adopted from Ismailia (2021) before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.

This quantitative study aimed to examine the level of speaking anxiety experienced by second-year high-school Acehnese EFL learners in their oral performance in L2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. The Foreign Language Speaking Anxiety Scale (Horwitz et al., 1986) was used as a means to survey and evaluate the learners’ speaking anxiety, and their oral performance was assessed through speaking performance rubric before and after the learners’ exposure to selective error correction and group work. The findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. The findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with L2 and to establish close-knit learning communities that promote authentic interactions in L2 and provide opportunities to be more engaged in oral language use.

The study was conducted to address the problem of English language speaking anxiety among adult ESL learners by introducing vlogging as one of the learning activities and as an assessment of speaking skills. The main objective of this action research was to establish whether vlogging assignments could assist in alleviating speaking anxiety among adult learners and in determining whether the students' vlogs posted in the class's Facebook group could be used as part of the course's speaking assessment to replace face-to-face presentation. A qualitative research design was adopted in this study. The study employed purposeful sampling, and the participants chosen came from an intact group of thirty adult learners who enrolled in a distance learning programme at a public university in Malaysia. The study was conducted in the students’ ‘English for Communication’ class over a study period of fourteen weeks. The data was collected at the end of the study period through focused group interviews and analysed using the thematic analysis method, and presented descriptively. It was found that vlogging is effective in increasing the students’ English talk time outside class which consequently contributes to increasing their self-confidence and alleviating speaking anxiety. Thus, it can be concluded that vlogging is effective in lessening language speaking anxiety among the participants and can effectively be used as an assessment tool to reduce test-taking anxiety. Facebook group is also found to be a suitable platform for group interactions as it provides a non-threatening learning environment for the learners. The findings of the study have potential implications for English language teaching among adult learners.

The general purpose of the study was to investigate EFL learners‟ speaking anxiety and its associated factors. More specifically, the study was purposed to examine the constructs of a speaking anxiety and to explore the model for predicting speaking anxiety based on gender, proficiency and class type. Therefore, explanatory factor analysis and multiple linear regression analysis were used. The result indicated that there are two factors in learners‟ speaking anxiety, but they are difficult to name as a result of overlapping variables in each component. With regards to a multiple linear regression test, the finding shows that proficiency variable is the most significant factor for predicting the variation in speaking anxiety.

Most individuals are not born to be public speakers; they are educated to be developed as one. When they are in front of an audience being the focus of attention, they experience emotions leading to nausea and excessive sweating because of fear and anxiety. Individuals who have a fear of speaking in public suffer from strong fear in social performance situations and social spheres, which is known as glossophobia. This research aims to discover the different factors that cause speaking anxiety among the pre-service teachers of Mountain Province State Polytechnic College - Teacher Education Department (MPSPC-TED) in Philippines and to suggest strategies that could help prevent them from having glossophobia problem. Samples of interview output, coding, and careful analysis and interpretation of the gathered data from the selected 50 undergraduate students who had research oral presentations, oral lesson demonstrations, and oral speaking presentations have been transcribed and found out major themes that cause glossophobia problems, i.e., linguistic obstacles, audience’s manifestation, mastery of the topic and particular motives. Knowing what causes these problems, this study proposed the DISRUPT strategy to reduce students’ public speaking anxiety effectively.

Introduction. The study aims to investigate what factors strengthen and weaken personal speaking anxiety. With the use of selected standardized surveys, the research examines how drama techniques affect a learner’s level of English language speaking anxiety. Materials and Methods. The research group includes 17 Polish primary school learners who attended drama classes and prepared two performances in English for other learners and their parents. The questionnaire with the stated research questions was applied, and the data ob tained were statistically analyzed. Results. The research results show that the learners participating in English drama classes had a lower level of speaking anxiety than those who did not practice drama at all. As to the learners´ English language proficiency, the level of speaking anxiety dropped with the rise of academic level. No significant difference was observed either in the level of speaking anxiety between male and female participants or in the level of speaking among learners of different age. The impact of drama techniques implemented into the English language classes is discussed in the study. The research results indicate the influence of drama techniques on the reduction of the level of speaking anxiety. The decrease is very noticeable that should inspire teachers to use drama techniques while teaching a foreign language, especially speaking skills. The analysis also indicates a close correlation between drama classes and the inc reasing level of English proficiency. Discussion and Conclusion. The topic of the article is to meet the interest of foreign language teachers and learners, would-be teachers of the English language.

This research was aimed at measuring the level of cadets’ anxiety in speaking English and finding out the dominant aspects of speaking anxiety faced by maritime cadets at Malahayati Merchant Marine College. To obtain this objective, the study was conducted at Malahayati Merchant Marine College. The participants of this study were 174 second-semester cadets at Malahayati Merchant Marine College and 15 English teachers. The data were obtained through questionnaires. Descriptive quantitative was used in describing the data. The data demonstrated that Maritime cadets’ level of speaking anxiety was moderate level, with average percentage of 58%. Furthermore, communication apprehension was dominant aspect in cadets’ speaking anxiety. Lastly, both the teachers and the students should be aware about English speaking anxiety because somehow it can be a barrier in learning English.

The purpose of this paper is to analyse English language speaking anxiety, self-confidence, and perceived ability in English oral communication among Science and Technology undergraduate students. It also aims to identify any significant differences in these constructs based on selected students' demographic variables. The study employed the survey method with a 41-item questionnaire administered to a voluntary response sample of three hundred 3rd and 4th-year science and technology undergraduates from three Malaysian public universities. The Polytomous Rasch model was used to analyse the data. The analysis showed that the participants experienced English speaking anxiety, low confidence, and high perceived ability in English oral communication. There were significant mean differences in English speaking anxiety across the type of university as well as in confidence and perceived ability based on academic program. The participants were more confident and could perform better in familiar situations and communicate on familiar topics to familiar audiences. The findings suggest that the participants need more training on English oral communication. More authentic situations are also needed for them to practise and improve their proficiency levels. Other suggestions include providing lecturers with training modules, re-assessing the current language policies, and implementing certain programmes at the tertiary education level. Language programmes could be directed towards more social situations to enable undergraduates to make English a social practice, lower English speaking anxiety, and boost confidence. [ABSTRACT FROM AUTHOR]

This article reveals the phenomenon of speaking anxiety in two foreign languages, Arabic and English, simultaneously studied by students of Islamic junior high school in Indonesia. It is aimed at analyzing the differences of level, causes as well as coping strategies of speaking anxiety in Arabic and English faced by the respondents.A survey inquiry was conducted by employing questionnaires to gather the data of respondents’level, causes and coping strategies of speaking anxiety. The analysis indicates a similarity of speaking anxiety level of the two languages, yet some major differences regarding the prominent causes occur. Keywords: Speaking anxiety; Arabic; English; Indonesian students

The need for effective English speaking skills in engineering fields compels schools to innovate curricula that shall address the language skills of a 'global engineer.' The impact of engineering curricular reforms trickled down among students who contend with language learning anxiety, besides anxiety from mathematics and other technical courses. In this paper, the researchers explored English speaking anxiety among 162 engineering students in an engineering University in Manila, Philippines. A mixed-method, explanatory sequential design was used. This method combines the quantitative and qualitative approaches in investigating the phenomenon under study, i.e., English speaking anxiety. In the quantitative phase, the researchers used data from the speaking component of a self-developed scale and speaking performance scores yielded from an interactive English conversation task. Analysis revealed a significant negative relationship between speaking anxiety and speaking task performance, pointing to the debilitative influence of anxiety on task performance. In the qualitative phase, semi-structured interviews among nine purposefully selected students revealed that both peers and teachers were common sources of speaking anxiety and in a variety of ways. The findings point to speaking anxiety as an important psycho- and sociolinguistic phenomenon, which is hinged on the specific roles that language teaching and learning plays in preparing engineering students as future language consumers and users in highly technical, specialized, and competitive engineering fields. [ABSTRACT FROM AUTHOR]

Learner anxiety is a critical affective factor in foreign languages education. This study investigated the main causes of speaking anxiety in the context of business English (BE) instruction. In-depth interviews were conducted among BE instructors and learners at higher educational institutions in six countries in the Balkans. The study identified several causes of speaking anxiety, the most crucial being the lack of knowledge in economics and the BE lexis as the carrier content in BE learning. And especially so, when the latter combined with other causes, such as the necessity to speak unprepared in class in front of one’s peers, or problems with BE vocabulary acquisition or recollection. A quarter of the interviewees who considered themselves low-anxiety when speaking general English were prone to elevated levels of speaking anxiety when performing complex speaking tasks in BE class which require a degree of fluency in general English.

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)