Jul 2026· JOURNEY (Journal of English Language and Pedagogy)· Vol 9, pp. 177-188· 0 citations
Abstract
This study aims to discover the types, factors, and coping strategies of speaking anxiety among 7th-grade students in an international school. The participants comprised all 7th-graders from six classes at an international Islamic boarding school in East Java. Using a sequential explanatory mixed-methods design, questionnaires were distributed to all students to map their anxiety types, followed by semi-structured interviews with six purposively selected participants to delve deeper into the factors and coping strategies. The findings revealed that communication apprehension and fear of negative evaluation were the dominant types of speaking anxiety experienced by students, while test anxiety occurred less frequently. Several factors contribute to this speaking anxiety, including psychological, linguistic, pedagogical, and socio-cultural factors such as intensive English use demands in an international school environment. To overcome anxiety, students applied coping strategies, with preparation and peer-seeking as the most frequent strategies, followed by relaxation and positive thinking. Some students also exhibited signs of resignation. This study concludes that speaking anxiety is a complex phenomenon influenced by both internal and external factors, offering pedagogical insights for teachers and school administrators to design less-anxious speaking environments.
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
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 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
This study aims to describe the language anxiety experienced by seventh-grade students at MTs Budi Agung Medan, identify the obstacles to learning Arabic and the causes of Arabic language anxiety, and determine the efforts made to reduce such anxiety and overcome learning obstacles. The study employs a qualitative approach using a case study design. Data were collected through observation, interviews, and documentation involving seventh-grade students at MTs Budi Agung Medan. The results indicate that the forms of language anxiety include nervousness when asked to speak or read, fear of making mistakes, worry about being laughed at by peers, as well as a lack of self-confidence and halting reading. Factors contributing to Arabic language anxiety include fear of negative reactions, environmental factors, and a lack of motivation. Obstacles to Arabic language learning for Grade VII students at MTs Budi Agung Medan include internal factors such as motivation, learning enthusiasm, and limited facilities and external factors, such as communication issues, teaching methods, and the school environment. Efforts to reduce language-related anxiety involve boosting students' self-confidence, shifting their mindset, and creating an enjoyable learning atmosphere. Strategies to overcome learning barriers include fostering a positive environment and managing time effectively.
ABSTRACT: This study explored students' experiences of speaking anxiety and practice opportunities in relation to their self-confidence in public speaking. The research employed a qualitative design involving ten students from the English Study Program of Politeknik Negeri Sriwijaya. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis proposed by Braun and Clarke (2006). The findings revealed that speaking anxiety negatively influenced students' self-confidence through fear of making mistakes, nervousness, fear of negative judgment, and anxiety experienced before, during, and after speaking activities. On the other hand, practice opportunities positively influenced students' confidence through frequent speaking practice, classroom speaking activities, lecturer support, and peer feedback. The study concludes that speaking anxiety tends to reduce students' confidence, whereas regular practice opportunities and supportive learning environments help students develop stronger self-confidence in public speaking. These findings provide useful implications for lecturers and educational institutions in creating effective public speaking learning environments
Keywords: Public Speaking, Speaking Anxiety, Practice Opportunities, Self-Confidence, Qualitative Study
Nafizsha Donna Rienvillia, Sri Gustiani, Ahmad Khoirul Akhir Tanjung· Holistics (Hospitality and L...· 0 citations
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