EFL STUDENTS’ CLASSROOM SPEAKING ANXIETY LEVELS AND THEIR OUT-OF-CLASS LEARNING STRATEGIES

Kurniasih Jumadin, Hamiddin Hamiddin, Eko Suhartoyo

Abstract


Speaking anxiety is a common issue among English as a Foreign Language (EFL) students, especially during classroom activities that require them to speak in front of peers and lecturers. Despite completing speaking-related courses such as Survival Speaking, Public Speaking, and English Debate, many students continue to experience anxiety when speaking English in class. This study aims to (1) identify the level of speaking anxiety experienced by sixth-semester EFL students at Universitas Islam Malang and (2) explore the out-of-class learning strategies they use to overcome this anxiety. Employing an explanatory sequential mixed-methods design, the study began with a quantitative phase involving 44 students who completed a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS). The data were analysed using IBM SPSS Statistics 25. Nine students were then selected for semi-structured interviews, representing low, moderate, and high anxiety levels. The results showed that most students experienced moderate speaking anxiety (M = 3.0054), with fear of negative evaluation being the most dominant aspect. Frequency analysis indicated that 52.3% had moderate anxiety, 25.0% low, and 22.7% high. The qualitative findings revealed five recurring out-of-class strategies: media exposure, self-practice, social interaction, cognitive preparation, and emotional regulation. These strategies were reported to help reduce anxiety and improve speaking confidence. In conclusion, while speaking anxiety persists, students actively engage in independent strategies outside the classroom to manage their anxiety and enhance their oral English proficiency.


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References


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