ANALYZING STUDENTS’ ANXIETY IN LEARNING ENGLISH SPEAKING

Abstract

Abstract: This study aims to investigate the level of anxiety experienced by students learning to speak English, with a focus on second-semester students in the English Education Department. EFL learners frequently experience anxiety when speaking English, which can impair their skill and confidence in communicating effectively. This study employs a descriptive qualitative technique to investigate the causes that produce anxiety, the forms of anxiety experienced, and the solutions that students take to overcome anxiety while speaking English. This study is based on several major hypotheses concerning anxiety and language learning. According to Krashen's Affective Filter Hypothesis, negative emotions such as worry might interfere with language acquisition. Krashen believes that a supportive learning environment and less emotional discomfort can improve the effectiveness of language acquisition. Furthermore, Horwitz and Cope's (1986) theory of Foreign Language Anxiety indicates that anxiety in learning a foreign language has three major components: communication anxiety, fear of negative judgement, and exam anxiety. These theories form the foundation for understanding the phenomenon of English speaking anxiety among students. The research data was gathered using questionnaires delivered to university students and in-depth interviews. According to the study's findings, several major reasons contribute to students' speaking anxiety, including a lack of self-confidence, a fear of negative evaluation from peers and lecturers, a limited grasp of vocabulary and grammar, and previous poor experiences in public speaking. The three types of anxiety that have been discovered are trait anxiety, state anxiety and situation-specific anxiety. Situational anxiety occurs in certain contexts, such as during classroom presentations; trait anxiety is a more generalised and constant anxiety in a variety of situations; and task-specific anxiety comes when pupils face challenging tasks. To overcome this fear, students employ a variety of tactics, such as comprehensive preparation before speaking, which includes thoroughly researching the content and rehearsing speaking in front of a mirror or with friends. They also employ relaxation techniques like deep breathing and meditation to calm themselves down before speaking. Positive thinking and shifting one's perspective on the speaking circumstance can also help to alleviate anxiety. Peer support, which included conversation and shared practice, was successful in raising students' confidence. This study significantly contributes to the creation of more effective teaching approaches for reducing speaking anxiety in the English language classroom. Understanding the causes of anxiety and the tactics students utilize allows lecturers to build more tailored treatments to assist students overcome their nervousness and enhance their overall speaking abilities. Hopefully, the outcomes of this study will assist not only students and teachers in the English teaching Department, but will also be applicable to other foreign language teaching environments.

 

Keywords: Speaking anxiety, learning English, EFL students, coping strategies, English language education, foreign language anxiety, Speaking skill.