FACTORS INFLUENCING SPEAKING ANXIETY AMONG FIRST-YEAR ENGLISH EDUCATION STUDENTS

Abstract

This study examines factors influencing speaking anxiety among first-year English Education students during their transition from high school to university. Speaking anxiety is a common issue in English speaking classes and can affect students’ confidence and willingness to participate. Therefore, the study aims to identify the levels and aspects of speaking anxiety, its causes, and the strategies students use to cope with it. A mixed-methods design with an explanatory sequential approach was employed. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) to determine students’ levels and aspects of speaking anxiety. Based on the questionnaire results, four students with moderate to high anxiety levels were selected through purposive sampling for the qualitative phase. Qualitative data were gathered through photovoice and photo-elicited interviews guided by the SHOWed technique to explore students’ experiences, causes of anxiety, and coping strategies.The findings reveal that most students experienced mild speaking anxiety, with fear of negative evaluation as the most prominent aspect, followed by communication apprehension and test anxiety. Speaking anxiety was influenced by psychological, linguistic, and environmental factors. To manage their anxiety, students employed strategies such as preparation, practice, peer support, and relaxation activities. These findings highlight the importance of supportive learning environments and effective teaching strategies in reducing speaking anxiety and enhancing students’ confidence in speaking English.