Jul 2026· Psychology and Education: A Multidisciplinary Journal· Vol 60, pp. 846-858· 0 citations· 22 references
Abstract
This study examined the influence of language anxiety on the English-speaking performance of Bachelor of Secondary Education major in English (BSED-English) students at Colegio de San Antonio de Padua. In the context of increasing global communication demands, English proficiency and speaking confidence are essential for future educators. The study aimed to determine the students’ level of perceived language anxiety in terms of fear, shyness, discomfort, and communication apprehension, as well as their level of speaking performance in terms of speaking ability, comprehension, fluency, and coherence. A quantitative descriptive-correlational research design was employed to identify whether a significant relationship exists between language anxiety and speaking performance. Data were gathered from BSED-English students using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) and a researcher-developed speaking performance rubric, both of which underwent validation and reliability testing. The statistical tools used for data analysis were the weighted mean and Pearson Product-Moment Correlation Coefficient (r). The findings revealed that the respondents exhibited a high level of language anxiety, particularly in communication apprehension and shyness, while demonstrating a competent level of English-speaking performance. Furthermore, the results indicated a negligible negative relationship between language anxiety and speaking performance, which was not statistically significant. This suggests that language anxiety does not directly affect students’ speaking performance in this context. However, the findings implied that other factors such as coping strategies, motivation, and instructional support may influence speaking outcomes. It is therefore recommended that educational institutions implement intervention programs and supportive classroom strategies to help reduce anxiety and enhance students’ speaking competence.
This study aimed to investigate the impact of foreign language classroom anxiety on the speaking performance of EFL learners at the University of Misurata by identifying their level of anxiety, measuring their speaking performance, and analyzing the relationship between the two variables. The study adopted a descriptive-analytical approach, and the sample consisted of 60 male and female students from the Department of English, Faculty of Languages and Translation, University of Misurata. A questionnaire was used to measure foreign language classroom anxiety, along with an instrument for assessing speaking performance according to several criteria, including fluency, pronunciation, grammatical accuracy, vocabulary, and oral communication. The results showed that the participants experienced a noticeable level of foreign language classroom anxiety, especially in aspects related to fear of making mistakes, fear of negative evaluation, and low self-confidence while speaking. It was also found that the students’ speaking performance was moderate, with relative weakness in fluency and pronunciation. Statistical analysis revealed a significant negative relationship between classroom anxiety and speaking performance; that is, the higher the anxiety, the lower the level of speaking performance. These findings highlight the importance of a supportive classroom environment and the teacher’s role in reducing anxiety and improving learners’ opportunities for oral participation.
Fadia Al-Hashmi Ebrahim Al-Massri· Al-imad Journal of Humanitie...· 0 citations
ABSTRACT
This study aimed to examine the relationship between speaking anxiety and English oral proficiency among EFL students. A quantitative approach with a correlational design was employed. The sample consisted of 60 students from the Department of English Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatera (UIN-SU), selected using purposive sampling. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and an oral proficiency test based on the IELTS Speaking Band Descriptors, and were analyzed using the Pearson Product Moment correlation. The results revealed a strong and statistically significant negative correlation between speaking anxiety and English oral proficiency (r = –0.673, p < 0.001). The coefficient of determination (r² = 0.453) indicated that 45.3% of the variance in oral proficiency was associated with speaking anxiety, while the remaining variance was likely related to other factors. These findings suggest that students with higher levels of speaking anxiety tend to demonstrate lower oral English proficiency. Therefore, English language instruction should incorporate strategies that reduce speaking anxiety while fostering a supportive learning environment to enhance students' oral communication competence.
ABSTRAK
Penelitian ini bertujuan untuk menganalisis hubungan antara kecemasan berbicara dan kemahiran berbicara bahasa Inggris pada mahasiswa EFL. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian terdiri atas 60 mahasiswa Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Sumatera Utara (UIN-SU), yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui Foreign Language Classroom Anxiety Scale (FLCAS) dan tes kemahiran berbicara menggunakan IELTS Speaking Band Descriptors, kemudian dianalisis dengan uji korelasi Pearson Product Moment. Hasil penelitian menunjukkan adanya hubungan negatif yang kuat dan signifikan antara kecemasan berbicara dan kemahiran berbicara bahasa Inggris (r = –0.673; p < 0.001). Nilai r² = 0.453 menunjukkan bahwa 45,3% variasi kemahiran berbicara berhubungan dengan tingkat kecemasan berbicara, sedangkan sisanya kemungkinan dipengaruhi oleh faktor lain. Temuan ini menunjukkan bahwa mahasiswa dengan tingkat kecemasan berbicara yang lebih tinggi cenderung memiliki kemampuan berbicara yang lebih rendah. Oleh karena itu, pembelajaran bahasa Inggris perlu menerapkan strategi yang mampu mengurangi kecemasan berbicara sekaligus menciptakan lingkungan belajar yang mendukung perkembangan kompetensi komunikasi lisan.
Jurnal Inovasi, Pendidikan Bahasa, Dan Sastra et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
This study examined the relationship of English-speaking anxiety and attitudes toward speaking English with the oral communication skills of Grade 11 Senior High School students in Dipolog City, Zamboanga del Norte. A descriptive-correlational research design was employed, involving 153 students selected through random sampling. Data were gathered using a researcher-developed English Speaking Anxiety Scale, an adopted English Speaking Attitude Questionnaire, and a researcher-developed speaking rubric administered through an extemporaneous speaking activity. Frequency, percentage, mean, standard deviation, Pearson product-moment correlation, and regression analysis were used to analyze the data. Findings revealed that the students exhibited a high level of English-speaking anxiety, maintained a positive attitude toward speaking English, and demonstrated a satisfactory level of oral communication skills. Speaking anxiety was significantly and negatively associated with oral communication skills, indicating that higher levels of anxiety were linked with lower speaking performance. In contrast, students’ attitudes toward speaking English were not significantly related to their oral communication skills. Among the dimensions of speaking anxiety, dissatisfaction with one’s linguistic skills emerged as a significant predictor of oral communication performance. The findings highlight the importance of providing supportive, engaging, and anxiety-reducing classroom environments, along with appropriate instructional strategies and speaking opportunities, to strengthen students’ confidence and oral communication competence.
Faith Lanie Q. Lumayag, Haydee D. Villanueva· 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
Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
Fabella Machfira, Nenden Sri Lengkanawati· Journal of education studies· 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
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