Analyzing English Speaking Anxiety Levels among EFL learners: Uncovering the Sources of Speaking Anxiety
Abstract
In today's globalized world, the crucial role of English in communication across cultures and within educational systems is indispensable. However, practicing spoken English remains challenging for language learners due to significant anxiety, which hinders their confidence. This study aims to investigate anxiety levels among English as a Foreign Language (EFL) learners and identify the specific factors contributing to their anxiety during speaking activities, as well as the effects of this anxiety on their overall performance. Using a concurrent mixed-method research design, the research involved 41 EFL learners enrolled in compulsory and voluntary preparatory classes at a state university in the mediterranean region of Türkiye. Findings indicated that participants exhibited moderate English speaking anxiety, with no statistically significant differences related to age, gender, learning duration, motivation, or anxiety levels. Findings of the interview revealed that lack of practice and fear of making mistakes were the most frequently cited factors contributing to anxiety, alongside issues of competence (grammar, pronunciation, vocabulary) and peer pressure. Participants felt more at ease in informal, friendly environments where they were familiar with the topics, allowed to prepare, and not evaluated during speaking activities. The study suggests several implications for English teachers and policymakers. Educators should create a supportive learning atmosphere that normalizes mistakes, helping students overcome speaking anxieties. Additionally, policymakers should organize professional development courses and seminars for teachers to enhance their teaching methods, focusing on student-centered approaches that foster self-learning.
Keywords
English language learning, speaking anxiety, communication apprehension
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