2026· International journal of research and innovation in social science· Vol 10, pp. 49-55· 0 citations
Abstract
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.
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
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.
Raja Nur Hidayah binti Raja Yacob, Anis Idayu binti Aziz· International journal of res...· 0 citations
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.
Syaipullah Akbar Sinaga, YenYen Kezia Agustin, A. Zahra et al.· Jurnal Pustaka Cendekia Pend...· 0 citations
Oral presentations are an important activity in language learning because they provide students with the opportunity to develop communication skills, convey ideas effectively, and interact meaningfully. This study used a qualitative approach to gain an in-depth understanding of students' experiences during presentations. The purpose of this study was to analyze the influence of gender differences on students' confidence levels in making oral presentations in English as a Foreign Language (EFL) learning. Data were collected through classroom observations, semi-structured interviews, and document analysis. The participants consisted of male and female students taking an english speaking skills course. Data analysis was conducted using thematic analysis techniques. The results showed that male students tended to display higher confidence in speaking spontaneously and answering audience questions, while female students showed more thorough preparation, better mastery of the material, and more structured delivery. Factors influencing confidence included English language proficiency, presentation preparation, previous speaking experience, and classroom support. In addition, learning capability was shown to have a close relationship with presentation performance and students' confidence levels. This study emphasizes the importance of a supportive learning environment to increase active participation and reduce speaking anxiety in students regardless of gender.
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 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
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