EFL speaking anxiety among Vietnamese university students

Abstract

This qualitative study investigated foreign language speaking anxiety among Vietnamese EFL students, focusing on their experiences, perceived contributing factors, and coping strategies during English-speaking activities. Participants were 11 Vietnamese undergraduates enrolled in EFL courses, and data were collected through structured written interviews and analysed using thematic analysis. Findings showed that speaking anxiety was strongest during performance-based tasks, particularly presentations, speaking tests, and final examinations. In addition to language limitations, fear of mistakes, and low confidence, participants highlighted perceived public evaluation pressure as an important influence on their experiences and responses. Four interconnected coping strategies emerged, comprising self-regulation and emotional control, cognitive preparation, practice, and digital learning resources. Digital resources and private or low-pressure practice also provided alternative spaces for preparation before speaking activities. The study contributes context-specific qualitative evidence on how Vietnamese EFL students interpret and manage speaking anxiety in the performance-oriented environment of a private university, complementing research focused primarily on anxiety levels, causes, or correlates. The findings have implications for EFL teaching and teacher education, particularly the design of supportive speaking activities that combine gradual performance demands, preparation opportunities, and accessible forms of practice.