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Journal articles on the topic 'Speaking anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Nuraeni, Devi, Atikah Wati, and Gina Larasaty. "Investigating EFL Students’ Speaking Anxiety in Speaking Performance." Jadila: Journal of Development and Innovation in Language and Literature Education 4, no. 3 (2024): 134–48. https://doi.org/10.52760/jadila.v4i3.778.

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The study examines the levels of anxiety in speaking English among students and explores strategies they employ to alleviate this anxiety. Drawing from Balemir's categorization of Foreign Language Speaking Anxiety into high, moderate, and low levels, and supported by Kondo and Ying's theory, six strategies for reducing speaking anxiety are identified: preparation, relaxation, positive thinking, audience depreciation, concentration, and resignation. Conducted as a qualitative case study, the research involved 30 students from class XI IPS 3 at SMAN 1 Lohbener. While all students completed quest

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Ryan, G. Plandano, Mae C. Otagan Jhanna, M. Saavedra Maricar, J. Sumampong Alvin, O. Tirol Godofreda, and T. Ederio Nikko. "Public Speaking Anxiety among College Students at St. Paul University Surigao." International Journal of Current Science Research and Review 06, no. 02 (2023): 1443–47. https://doi.org/10.5281/zenodo.7653091.

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<strong>ABSTRACT: </strong>Public speaking is the act of making speeches in public or the art of effective oral communication with an audience. Fear of public speaking is common among students and the general population. The National Institute of Mental Health Report stated that public speaking anxiety is considered a social anxiety disorder (Brewer, 2001). This research aimed to find out the public speaking anxiety among college students of St. Paul University Surigao. It sought to answer the participants' anxiety levels as Trait Anxiety, Context Anxiety, Audience Anxiety, and Situation A

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Nuridzdzati, Rani Yulia, and Suvi Akhiriyah. "Exploring Students' Speaking Anxiety." JELITA 4, no. 2 (2023): 160–75. http://dx.doi.org/10.56185/jelita.v4i2.233.

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Speaking anxiety is significant to make students develop anxious feeling during speaking in the target foreign language, even high achiever students. Therefore, this research aimed to (i) discover the extent of speaking anxiety factors emerging in high achiever students and (ii) perceive high achievers’ speaking anxiety to their speaking performance. This qualitative research applied a descriptive phenomenological approach to analyze and elaborate on the data. The research subjects were 8 high achiever students of SMK Negeri 5 Surabaya. All of them were interviewed using focus group discussion

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Chiarelott, Leigh, and Charlene Czerniak. "Speaking Out: Science Anxiety." Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no. 5 (1987): 202–5. http://dx.doi.org/10.1080/00098655.1987.9959323.

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Yusuf, Nabilla Yoes Catur, Slamet Wahyudi Yulianto, and Ida Maulida. "Students' English Speaking Anxiety: Levels and Causes." TLEMC (Teaching and Learning English in Multicultural Contexts) 7, no. 2 (2023): 141–50. http://dx.doi.org/10.37058/tlemc.v7i2.8059.

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Learning English especially speaking is very difficult for students. There are many components that students must master when learning speaking makes it difficult for students to learn it. Students find many problems when speaking such as speaking anxiety. Speaking anxiety is a feeling of excessive anxiety when students speak English. Hence, this study aims to find the levels and factors that cause speaking anxiety among the students. This study was conducted at one of English Education Study Program of a university located in Subang, West Java, Indonesia, which consisted of 20 students from f

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Nugroho, Hafidz Satrio, and Astri Hapsari. "EFL HIGH SCHOOL STUDENTS’ STRATEGIES FOR REDUCING SPEAKING ANXIETY." Journal Of English Teaching For Young And Adult Learners 3, no. 1 (2024): 42–56. http://dx.doi.org/10.21137/jeeyal.2024.3.1.6.

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This research aims to investigate the strategies that EFL high school students use to overcome their speaking anxiety in the classroom context in the academic year 2022/2023. This study employed a qualitative method. The data were collected through interviews with three participants from a private secondary school in Yogyakarta and semi-structured interviews were conducted to gain strategies used by participants to cope with foreign language speaking anxiety. The data was analyzed using thematic analysis. The overall results show that the three participants experienced anxiety when carrying ou

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Fikni, Z., H. Arfah, and E. Hartini. "An Analysis of Students' Anxiety Factors of EFL Students' Speech Production." Langua: Journal of Linguistics, Literature, and Language Education 5, no. 2 (2022): 123–32. https://doi.org/10.5281/zenodo.7145574.

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English Foreign Learners (EFL) students are considered to master English when the students can speak English fluently which can be seen from their speech production. Nevertheless, becoming fluently competent is particularly difficult for foreign language learners as it is influenced by a number of factors. Among the several factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a debilitating effect on the oral performances of students. This study was purposed to analyze speaking anxiety levels and factors of English Foreign Language

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Damayanti, Maria Eva, and Listyani Listyani. "AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS." ELTR Journal 4, no. 2 (2020): 152–70. http://dx.doi.org/10.37147/eltr.v4i2.70.

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The study aimed to gain information about what made students felt anxious and what factors triggered students’ speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students’ speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e.

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Damayanti, Maria Eva, and Listyani Listyani. "AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY IN ACADEMIC SPEAKING CLASS." ELTR Journal 4, no. 2 (2020): 152–70. http://dx.doi.org/10.37147/eltr.v4i2.70.

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The study aimed to gain information about what made students felt anxious and what factors triggered students’ speaking anxiety in Academic Speaking class in English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The participants of the study were 52 second-year ELEP students. A close-ended and open-ended questionnaire developed from Horwitz et al, (1986) and Angelia and Listyani (2019) were administered to the participants. The findings revealed that students’ speaking anxiety in English speaking class was derived from three main factors of anxiety, i.e.

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Xiang, Xinyue. "English Speaking Anxiety in Chinese International High School Students." Lecture Notes in Education Psychology and Public Media 9, no. 1 (2023): 1–6. http://dx.doi.org/10.54254/2753-7048/9/20230008.

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Speaking anxiety has a wide range of effects on students, notably speaking anxiety in a foreign language, which has a negative impact on students' foreign language learning, but there are fewer investigations on speaking anxiety among Chinese international high school students. This study was completed by the Foreign Language Speaking Anxiety Scale (FLSAS). A survey of students in an international high school in Hubei Province found that students had moderate speaking anxiety, there is no significant correlation be-tween gender and speaking anxiety, not having enough time to reflect before spe

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Rachmawati, Dyas Intan, and Jurianto Jurianto. "INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 2 (2020): 22. http://dx.doi.org/10.25273/she.v1i2.6624.

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Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in or

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Wulandari, Ayunda, Masitowarni Siregar, and Rahmad Husein. "Foreign Language Speaking Anxiety: Speaking Anxiety Levels and Factors among Tenth Grade Students." Jurnal Bahasa dan Sastra 12, no. 3 (2024): 480. https://doi.org/10.24036/jbs.v12i3.129686.

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Language proficiency, particularly in English, is pivotal for students in Indonesia, yet many encounter Foreign Language Speaking Anxiety (FLSA) when required to speak English. This study examines FLSA among tenth-grade students, identifying varying anxiety levels. Most students fell into the moderate anxiety category, indicating that a significant portion experiences a moderate level of anxiety when speaking in a foreign language. A smaller but notable group of students reported high levels of anxiety, suggesting they face significant challenges due to their high anxiety levels. Internal fact

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An, Sung-min, and Shuai Hao. "Analysis of Korean Speaking Anxiety and Constituent Factors of Beginner Korean Language Learners in the Process of Language Acquisition." Dongnam Journal of Korean Language and Literature 55 (May 31, 2023): 105–33. http://dx.doi.org/10.21654/djkll.2023.55.1.105.

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This study aims to analyze the sub-factors of speaking anxiety and to reveal the differences in anxiety according to learner characteristics by examining the aspects of Korean speaking anxiety among Korean learners. To this end, a survey was conducted on 110 foreign students at K University on Korean speaking anxiety. As a result of the survey, Korean speaking anxiety of Korean learners was low, and the constituent factors of anxiety were “self-efficacy anxiety,” “understanding failure anxiety,” and “negative evaluation anxiety.” In the correlation analysis between overall speaking anxiety, ea

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Anggraeni, Anita, and Cynantia Rachmijati. "CROSSCULTURAL UNDERSTANDING STRATEGY IN SPEAKING LESSON TO OVERCOMING SPEAKING ANXIETY." Research and Innovation in Language Learning 1, no. 2 (2018): 101. http://dx.doi.org/10.33603/rill.v1i2.1048.

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The students are generally inseparable from liking popular culture to become a fan and finally become their identity. In addition to favoring Western culture, there have also been other great cultures lately, for example Japanese, Korea, Thailand and so on. This study aims to examine whether with cross cultural knowledge students are expected to be more confident in speaking and reducing talking anxiety. This research method is descriptive qualitative research method. The data in this study were obtained from interviews and questionnaires adapted from Horwitz's "Language Classroom Anxiety Scal

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Handayani, Yeni Rina, and Agustinus Ngadiman. "EFL Learnersâ€™ Speaking Anxiety and English Speaking Ability." JET ADI BUANA 3, no. 1 (2018): 55–65. http://dx.doi.org/10.36456/jet.v3.n1.2018.1543.

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The aim of this study was to investigate the correlation between speaking anxiety and presentational English speaking ability. The subjects were the eleven graders of Senior High School in Surabaya. It consisted of 457 students whose age ranged between sixteen to seventeen years old. They came from social and science classes which were divided into seven science classes and five social classes. The result of the study revealed that there was a negative correlation between speaking anxiety and presentational English speaking ability. And there was also a negative correlation between speaking an

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Mahmuda, Teuku Imam. "Students� Anxiety in Learning Speaking." English LAnguage Study and TEaching 4, no. 2 (2024): 63–67. http://dx.doi.org/10.32672/elaste.v4i2.7339.

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This research was conducted to investigate the types of students' anxiety in speaking English and the factors that cause language anxiety in speaking English. This study uses a qualitative method. Participants in this research were 32 second grade students from SMP Negeri 1 Darul Imarah. Data obtained from questionnaires. The results showed that there are three types of anxiety felt by students when speaking English, namely state anxiety, trait anxiety, and situational anxiety. In addition, factors that cause students' anxiety when speaking English are fear of speaking inaccurately, fear of ne

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Bünyamin, Sarikaya, and Bulut Kenan. "The Investigation of Gifted Students' Speaking and Writing Anxiety Level According to Some Variables." Education Quarterly Reviews 5, Special Issue 2 (2022): 407–16. https://doi.org/10.31014/aior.1993.05.04.632.

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In this study, it is aimed to examine the speaking and writing anxiety levels of gifted students according to various variables. For this purpose, the study group consists of 50volunteer students who continue their education in a Science and Art Center (BİLSEM) in Turkey and come to the school on the days of the study. The study was designed in the survey model and carried out according to the quantitative research method. In the study, the "Speaking Anxiety Scale" developed by Gündüz and Demir (2020) for secondary school students was used to determine the speaking anxiety

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Yang, Tianyun, and Fei Liu. "A Study on the Correlations between English Speaking Self-Concept and English Classroom Speaking Anxiety of Non-English Major Freshmen." International Journal of Languages, Literature and Linguistics 9, no. 3 (2023): 198–203. http://dx.doi.org/10.18178/ijlll.2023.9.3.404.

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English speaking self-concept and English classroom speaking anxiety are two important factors impacting learners’ English acquisition. This research investigates the relationship between English speaking self-concept and English classroom speaking anxiety on non-English first-year students. Questionnaires were adopted as the main instruments. The results show that there does exist a negative correlation between English classroom speaking anxiety and English speaking self-concept among non-English first-year students, while such kind of relation is not strong.

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Manda, Thoriq Rizki Firis, and Lulus Irawati. "The Correlation of EFL Students’ Speaking Anxiety and Their Speaking Performance." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 2 (2021): 449. http://dx.doi.org/10.26858/eralingua.v5i2.19651.

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Abstract. This study is conducted to see if there is a significant correlation of the EFL students’ speaking anxiety and their speaking performance. It used quantitative research method with correlation research design. There were 36 eleventh grade students of MAN 2 Madiun, participating in this study. Data were collected through using a speaking test and a questionnaire of the students’ speaking anxiety. The speaking test was assessed by using Brown’s speaking assessment and the questionnaire was measured by using 1-5 Likert-scale. The questionnaire was adapted from Woodrow (2015) to investig

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Suttiphan, Nujaree, and Pairin Srisinthon. "A Study on Chinese Speaking Anxiety and Chinese Speaking Learning Strategies among Thai Chinese Language Learners." Journal of Education Culture and Society 16, no. 1 (2025): 1007–25. https://doi.org/10.15503/jecs2025.2.1007.1025.

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Aim. This research aims to investigate the factors affecting anxiety in speaking Chinese, the level of anxiety and the use of strategies in speaking Chinese, and the relationship between anxiety and the use of strategy in speaking Chinese among Thai Chinese Language Learners. Methods. This mixed-methods study investigates 155 Thai Chinese language learners using a questionnaire on speaking anxiety, strategies, and interviews. Results. The findings reveal that test anxiety is the most significant factor influencing learners’ overall anxiety. A correlation was found between speaking anxiety leve

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Apriliano Jarot Prayogo, Edo, and Mauly Halwat Hikmat. "Speaking Anxiety Among Indonesian Undergraduate Students in Argumentative Speaking Classes." Language Circle: Journal of Language and Literature 19, no. 1 (2024): 47–57. https://doi.org/10.15294/lc.v19i1.10992.

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The aims of this research are: (1) to determine the level of speaking anxiety among Indonesian undergraduate students, especially in argumentative speaking classes; (2) to identify factors that influence students' speaking anxiety in argumentative speaking classes; and (3) to explore students' strategies for overcoming their speaking anxiety in argumentative speaking classes. This research was conducted at Universitas Muhammadiyah Surakarta. The participants were 3rd-semester students of the English Language Education Department. The research method used in this research is qualitative descrip

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Suryadi, Satrio Binusa. "Exploring Speaking Anxiety of Non-English Department Students." Loquen: English Studies Journal 15, no. 2 (2023): 87–98. http://dx.doi.org/10.32678/loquen.v15i2.6768.

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The study's goal is to identify the barriers to speaking that EFL learners face at the tertiary level. Speaking anxiety is one of the issues. The levels and factors of speaking anxiety become the focus of this research. This study also investigates speaking anxiety factors experienced by EFL learners. Three factors contribute to speaking anxiety: communication apprehension, fear of negative evaluation, and a lack of self-confidence. The Foreign Language Speaking Anxiety Scale (FLSAS) was adopted to reveal the degree of speaking anxiety. The semi-structured interview was conducted with nine stu

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Ayşe, Ateş, and Bahşi Niymet. "The Effects of Emotional Intelligence of the Foreign Students Learning Turkish Language on Speaking and Writing Anxiety." Education Quarterly Reviews 5, no. 4 (2022): 160–71. https://doi.org/10.31014/aior.1993.05.04.582.

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Emotional intelligence is expressed as a person's ability to differentiate between oneself and other's emotions, to perceive them, and to act accordingly. The emotions left in the background by the education world, which are based on cognitive skills, have started to take place in education from the perspective of emotional intelligence in recent years. This study aims is to determine the effect of emotional intelligence of foreign students learning Turkish language on speaking and writing anxiety. In this direction, within the framework of emotional intelligence, the effect of teachin

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Sugiyati, Kenti, and Lilia Indriani. "EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS." Journal of Research on Language Education 2, no. 1 (2021): 57. http://dx.doi.org/10.33365/jorle.v2i1.906.

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English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome thi

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Megawati, Megawati, and Tia Apriani. "The Dynamics of Public Speaking Anxiety and its Impact on Speaking Performance: A Study Among College Students in Business and Economics." Jurnal Ilmiah Manajemen Kesatuan 11, no. 3 (2023): 627–36. http://dx.doi.org/10.37641/jimkes.v11i3.2156.

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This research investigates the relationship between public speaking anxiety and students’ speaking performance across various disciplines at a Business and Economics Institute. The primary question at the core of this study is whether there is a correlation between the level of public speaking anxiety and students’ speaking performance. The results of surveys and correlation analysis reveal a significant connection between the level of public speaking anxiety and students’ speaking performance. Students with higher anxiety tend to exhibit lower speaking performance. Factors affecting public sp

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Sutarsyah, Cucu. "An Analysis of Student’s Speaking Anxiety and its Effect on Speaking Performance." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 2 (2017): 143. http://dx.doi.org/10.21093/ijeltal.v1i2.14.

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This study was carried out to seek if there is a negative psychological factor known as anxiety could really affect students’ speaking performance and to find the difference in speaking performance between students with higher level of anxiety and students with lower level of anxiety and also to seek which of the factors of anxiety is dominant. The participants of this research were the first year students of SMPN 2 Bandar Lampung. There were 27 students in that class. The research design was ex post facto to seek the correlation between the variables. Questionnaire and speaking test were used

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Nadzifah, Wardatun, and Dwi Fita Heriyawati. "Speechway and U-Dictionary : Applications for Speaking Anxiety Reduction." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2024): 1657–67. https://doi.org/10.24256/ideas.v12i2.5396.

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Speaking is one of the most challenging skills in learning foreign language. Several affective factors such as shame and fear of making mistakes and being laughed by others lead students to have anxiety in uttering foreign language. The role of digital media, especially smartphone that becomes a “close friend“ of mostly students nowadays is utilized as a media to reduce students’ speaking anxiety. This study aimed to investigate the use of Speechway and U-Dictionary application in reducing students’ speaking anxiety. FLSAS was used to measure students’s speaking anxiety level. The results show

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Long, Kimberley Lau Yih, Yeo Jiin Yih, and Sandra Sim Phek Lin. "Undergraduates’ Speaking Anxiety in English as Second Language (ESL) Classrooms." International Journal of Service Management and Sustainability 4, no. 1 (2020): 25. http://dx.doi.org/10.24191/ijsms.v4i1.8180.

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Many students exhibit fear of speaking in English in the English as Second Language (ESL) classrooms. Additionally, there are limited studies in this area of concern among the undergraduates in Sarawak. Hence, this study aimed to identify the students‟ anxiety level towards speaking English based on four components, namely communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in the classrooms. This study also examined whether there is any significant difference in the level of anxiety in terms of gender. A total of 592 undergraduates from two publ

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Nadia, Hafizhatu, and Nina Hilalina. "Students’ Anxiety in Speaking English." Eduinfo Media 1, no. 1 (2020): 6–11. http://dx.doi.org/10.55756/eim.v1i1.24.

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This study investigates students' anxiety in expressing their English in a speaking class. This study examines anxiety and sources of anxiety when students speak English. This is a case study where data were obtained through interviews. Data were analyzed descriptively and interpreted to answer research questions. This study revealed that students experience two kinds of anxiety, the nature of anxiety and static anxiety. The findings also indicate that student anxiety in English classes was caused by lack of vocabulary and lack of preparation before they deliver their presentation in front of

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Amat Suparia, Fariz Azzuan, Ibrahim Abdullah, Muhammad Irfan Mhd Rusdi, Farhana Ghazuddin, and Muhammad Syaffiq Mohammed Raffi. "An Overview on Speaking Anxiety in Foreign Language Classroom: Level of Speaking Anxiety, Gender, and Factors." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 10 (2022): e001863. http://dx.doi.org/10.47405/mjssh.v7i10.1863.

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Language anxiety has become a prevalent problem for students of foreign languages as a second language, and extensive study is being conducted to investigate the association between language anxiety and speaking skills. Students in foreign language classes experienced fear and anxiety as a result of tasks involving speaking abilities. Numerous research investigations have been conducted in order to establish a link between language anxiety and speaking skills and to gain broad conceptions regarding foreign language speaking anxiety. The purpose of this study is to conceptualise speaking anxiet

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Suadnyana, I. Wayan, and Muhamad Nova. "Students’ Awareness on Speaking Anxiety in English for Specific Purpose Speaking Project." EDULIA: English Education, Linguistic and Art Journal 2, no. 1 (2021): 1–6. http://dx.doi.org/10.31539/edulia.v2i1.2768.

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This study aimed at finding out students’ awareness of speaking anxiety and the type of speaking anxiety occurring in English for the Specific Purpose speaking project. The study employed a qualitative approach with a case study design and used questionnaires and interviews to collect the data. The study was conducted in one vocational school in Denpasar, with a total of 51 students participating. The data were analyzed through data reduction, data display, and conclusion drawing. As a result, it was found that more than half of the students (58.82%) were being aware of their speaking anxiety

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Okyar, Hatice. "Foreign Language Speaking Anxiety and its Link to Speaking Self-Efficacy, Fear of Negative Evaluation, Self-Perceived Proficiency and Gender." Science Insights Education Frontiers 17, no. 2 (2023): 2715–31. http://dx.doi.org/10.15354/sief.23.or388.

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This research study aimed to explore the speaking anxiety of Turkish learners of English as a foreign language (EFL) and its relation to EFL speaking self-efficacy, fear of negative evaluation (FNE), self-perceived English speaking proficiency, and gender. 293 (132 females, 161 males) university-level EFL students completed the EFL speaking anxiety scale, EFL speaking self-efficacy scale, and FNE scale. Four main findings were obtained as a result of the statistical analyses: (i) students’ speaking anxiety had a negative relationship with both self-perceived oral English proficiency and speaki

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Dewi, Fatqu Rofiqoh. "SPEAKING ANXIETY ANALYSIS IN PUBLIC SPEAKING CLASS AT HASANUDDIN ISLAMIC INSTITUTE OF PARE." English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics 4, no. 2 (2024): 130–44. https://doi.org/10.55148/etjar.v4i2.1436.

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This study aims to explore the phenomenon of speaking anxiety among third-semester students enrolled in the Public Speaking course at the English Education Program of the Hasanuddin Islamic Institute of Pare. Speaking anxiety is a common challenge faced by students in language learning, particularly in public speaking contexts, and can significantly impact their academic performance, self-esteem, and overall engagement in classroom activities. Using a qualitative research approach, the study investigates the causes, manifestations, and impacts of speaking anxiety among six participants. Data w

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Aricheta, Casandrea Shanelle, Rhaven Jhan Benito, IV German Boceta, et al. "Grade 11 Senior High School Students' Level of Anxiety in Public Speaking: Causes and Strategies." Psychology and Education: A Multidisciplinary Journal 20, no. 6 (2024): 699–711. https://doi.org/10.5281/zenodo.11521134.

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In the age of globalization, learning the English language in Senior High School is essential. One way of learning the English language is through speaking activities. However, there are still students who are anxious whenever they engage in a speaking activity. Hence, this study aims to measure the speaking anxiety level of Grade 11 students and to determine its causes as well as to provide strategies to overcome speech anxiety. This study used a descriptive-comparative research design. The number of Grade 11 senior high school respondents was determined using purposive random sampling. James

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Cuamag, Willy Billy S., Jay-R. B. Abiza, Amgelah B. Antipuesto, et al. "Public Speaking Anxiety among Senior High School Students: A Basis for Enhancement Program." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2037–41. http://dx.doi.org/10.47772/ijriss.2024.804231.

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This study addressed Public Speaking Anxiety Among Senior High School Students: A Basis For Enhancement Program. The study’s primary goal was to determine the level of public speaking anxiety in terms of their respective indicators and the significant difference between the levels of public speaking anxiety among Grade 11 and Grade 12 students. The study utilized a quantitative-correlational design with 274 respondents among Senior High School Students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean and T-test were the statistical tools used in this study. The resul

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Qadri, Nurmuslimah, Nurdevi Bte Abdul, and Maharida Maharida. "ANALYSIS OF STUDENTS' ANXIETY IN SPEAKING PERFORMANCE IN MUHAMMADIYAH UNIVERSITY OF MAKASSAR." Indonesian Journal of Psycholinguistics 2, no. 1 (2023): 9–18. http://dx.doi.org/10.56983/ijp.v2i1.470.

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This study aims to determine the factors that cause students' anxiety in speaking performances and to determine the level of student anxiety in speaking performances in 3rd semester students, especially in speaking courses for the intermediate level at Muhammadiyah University of Makkassar.This research is a descriptive qualitative with a case study conducted on 8 students in semester 3. It consists of interviews and checklist observations. Each interview was used to find out the factors that cause students' anxiety in speaking performances. While, the observation checklist was carried out to d

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Aryuadi, Aryuadi, Fakhruzi Fakhruzi, and Friska Ratna Sari Purba. "An Analysis on Students’ Anxiety in Speaking English at the Second Students in SMKN 2 Logas." Jurnal Pendidikan Tuntas 1, no. 4 (2023): 377–88. http://dx.doi.org/10.37985/jpt.v1i4.285.

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Speaking is one of the skills in learning English. This study describes the analysis on students' anxiety in speaking English at SMKN 2 Logas in the 2022/2023 academic year. This study aims to determine the level of students' anxiety in speaking English. According to Horwitz in (Cendani, 2018) there are three levels of anxiety in speaking English, namely high level, medium level, and low level. This study used qualitative research methods. The researcher chose the 11th grade science class of SMKN 2 Logas as many as 26 students as the sample in this study. In this study, researchers used a ques

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Suparlan, Suparlan. "FACTORS CONTRIBUTING STUDENTS’ SPEAKING ANXIETY." Journal of Languages and Language Teaching 9, no. 2 (2021): 160. http://dx.doi.org/10.33394/jollt.v9i2.3321.

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Anxiety is a dimension of foreign language speaking that is heavily investigated in the EFL contexts. The anxiety in speaking needs to find out factors making students feel anxiety in speaking. This study aims to find out the factors contributing students’ speaking Anxiety in speaking at MTs. Darul Ishlah Ireng Lauq Lombok Barat. This research is classified as case study using descriptive qualitative method. The research object covers factors contributing students’ speaking anxiety. To find out the data, questionnaire and interview activities are carried out. The questionnaire is used to know

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Fauziah, Annisa, Setyo Wati, and Tri Agustini Solihati. "GENDER DIFFERENCES IN SPEAKING ANXIETY." ETNOLINGUAL 6, no. 1 (2022): 1–13. http://dx.doi.org/10.20473/etno.v6i1.34064.

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Speaking anxiety becomes a substantial matter in foreign language learning. Many studies have been discussed foreign language anxiety. Nevertheless, slight research has been undertaken on senior high school level. This research investigated Foreign Language Speaking Anxiety (FLSA) associated with male and female difference in senior high school level. This study aims to investigate whether male and female have the significant difference on students’ speaking anxiety level or not. Differential research method was used. From 77 grade IX students of SMA Terpadu Darussalam Tasikmalaya, 43 students

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Fajriani, Indah, Rahma Diani, and Tarisa Anggun. "Thought stopping: public speaking anxiety." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 10, no. 2 (2023): 165–70. https://doi.org/10.24042/kons.v10i2.19240.

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The problem of anxiety when speaking in public is still common today. This problem occurs due to the individual's inability to be with other individuals in public. To overcome this problem, one thing that can be done is to use the thought stopping counseling technique. The aim of this research was to determine the effect of the thought stopping technique in reducing public speaking anxiety among students at SMPN 1 Abung Surakarta. This research uses a quantitative research approach with experimental research type. The design used is one group pretest-posttest design. The results in this study

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Saputra, Juni Bayu. "AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY TOWARD THEIR SPEAKING SKILL." Premise: Journal of English Education 7, no. 1 (2018): 111. http://dx.doi.org/10.24127/pj.v7i1.1334.

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This article points out the results of the study attempting to analyze the students speaking anxiety at students in one of the College of Teacher Training and Education (STKIP) in Lampung. For the purpose of the topic, 28 fellow students were selected as the sample. Research method was quasi-experimental design with two way ANOVA. It was conducted for about four months. According to the results of speaking test, findings showed that using Communicative Language Teaching (CLT) had positive meaningful effect on improving students’ speaking skill viewed from different speaking anxiety. To sum up,

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Meneses, Mary Joy, and Ma. Victoria Gonzaga. "Public Speaking Anxiety of the Senior High School Students in Holy Cross College of Carigara Incorporated Carigara, Leyte." Franciscan College of the Immaculate Conception Insights 03, no. 01 (2025): 1–23. https://doi.org/10.5281/zenodo.15554131.

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The study aimed to investigate the level of public speaking anxiety and the primary factors contributing to public speaking anxiety of the Senior High School students at Holy Cross College of Carigara, Incorporated, during the Academic Year 2023-2024. A descriptive-correlational quantitative research design was applied to determine the level of public speaking anxiety and the factors contributing to the public speaking anxiety. After a careful interpretation of data, the study revealed that the majority of Senior High School students at HCCCI exhibited moderate anxiety in public speaking. The

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Amaliah, Rahma Faridila. "CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY AND THEIR SPEAKING PERFORMANCE IN AN EFL CONTEXT." ELTR Journal 3, no. 1 (2019): 82–88. http://dx.doi.org/10.37147/eltr.v3i1.62.

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Numerous studies have been conducted in investigating the role of foreign language speaking anxiety on students’ performance; facilitating (positive) or debilitating (negative) effects. Unfortunately, previous studies on this issue show that language anxiety negatively affected students’ performance in most cases. This study aimed to find out the correlation between speaking anxiety and speaking performance in EFL context and investigating the major stressors of English speaking anxiety perceived by the students involved in this study. Mixed method was applied in this study. Then, three instru

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Amaliah, Rahma Faridila. "CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY AND THEIR SPEAKING PERFORMANCE IN AN EFL CONTEXT." ELTR Journal 3, no. 1 (2019): 82–88. http://dx.doi.org/10.37147/eltr.v3i1.62.

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Numerous studies have been conducted in investigating the role of foreign language speaking anxiety on students’ performance; facilitating (positive) or debilitating (negative) effects. Unfortunately, previous studies on this issue show that language anxiety negatively affected students’ performance in most cases. This study aimed to find out the correlation between speaking anxiety and speaking performance in EFL context and investigating the major stressors of English speaking anxiety perceived by the students involved in this study. Mixed method was applied in this study. Then, three instru

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Ayuni, Ni Luh Chandra, Ni Luh Putu Eka Sulistia Dewi, and A. A. Gede Yudha Paramartha. "The Correlation Between English Language Education Students’ Speaking Anxiety and Their Speaking Fluency." Jurnal Pendidikan dan Pengajaran 54, no. 2 (2021): 337. http://dx.doi.org/10.23887/jpp.v54i2.28474.

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This study aims to analyze the correlation between English Language Education (ELE) students’ speaking anxiety and their speaking fluency. This is a quantitative research which consists of 95 students from the 2nd semester as the sample. The data of students’ speaking anxiety were collected through questionnaire namely FLCAS (Foreign Language Anxiety) which was adopted from Horwitz and Cope. While the data of speaking fluency were collected by using speaking test. There are two variables in this research, students’ speaking anxiety as the independent variable and students’ speaking fluency as

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Lin, Sandra Sim Phek, Jiin Yih Yeo, and Kimberley Yih Long Lau. "English Language Speaking Anxiety among Students from Two Public Universities in Sarawak." International Journal of Service Management and Sustainability 5, no. 1 (2020): 107. http://dx.doi.org/10.24191/ijsms.v5i1.9862.

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This quantitative research studied the anxiety level of university students towards speaking English as a second language (ESL)to examine whether there is any correlation between the university students’ ESL speaking anxiety and the demographic factors such as the SPM English results, mother tongue, and parents’ academic qualifications. A sample of 592 students was randomly selected from two public universities in Sarawak, Malaysia. Items in the PSCAS questionnaire by Yaikhong and Usaha (2012) were adapted to measure the students’ anxiety level in speaking English. Data were analysed using des

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Lin, Shengrui. "Examining Factors of Speaking Anxiety among Chinese EFL Students in Higher Education." Journal of Education, Humanities and Social Sciences 13 (May 11, 2023): 80–86. http://dx.doi.org/10.54097/ehss.v13i.7858.

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Many students will have speaking anxiety when they learn a foreign language. This study intends to look into the elements that lead to students' speaking anxiety in Chinese higher education English classrooms. The study included a total of 55 participants with various educational backgrounds and majors. The Foreign Language Speaking Anxiety Scale (FLSAS) has been adopted to gather quantitative data and in particular, measure speaking anxiety. Other questions related to online learning and students' self-rated anxiety-affecting elements were also added to the questionnaire. This study discovere

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Rozani, Fany Amelia, and M. Zaim. "Language Production in Relation to Students’ Anxiety to Speak English in Public." English Language and Literature 12, no. 4 (2023): 810. http://dx.doi.org/10.24036/ell.v12i4.126002.

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This study aims to investigate and comprehend the relationships between students' anxiety levels and students’ language production. This study used descriptive quantitative approach. The participants of this study were 20 students of classes NK – 3 as first-year English department at Universitas Negeri Padang. Data was collected using the FLCAS questionnaire to measure the level of speaking anxiety and speaking performance to assess students' speaking ability. The results showed that students' speaking anxiety level was in the average mildly range. The most dominant anxiety in students is rela

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Vanalestari, Adisty, and Sri Setyarini. "Do Socio-Cultural Factors Affect Speaking Anxiety? A Case Study of Non-English Major Students in West Java." Allure Journal 5, no. 1 (2025): 36–47. https://doi.org/10.26877/allure.v5i1.20626.

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Anxiety in foreign language speaking is a widely studied aspect in EFL contexts. Identifying the factors contributing to students' speaking anxiety is essential for understanding and addressing this issue. A few anxiety students have indicated certain sociocultural factors, among other factors, could be responsible for students' foreign language speaking anxiety. Therefore, this study aims to investigate the social-cultural factors causing English-speaking anxiety in non-English primary undergraduate students. This study used a case study qualitative approach. The data collection used are in-d

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Afifah, Masrifatul, Ary Setya Budhi Ningrum, Sri Wahyuni, and Burhanudin Syaifulloh. "Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance?" Journal of Languages and Language Teaching 12, no. 2 (2024): 793. http://dx.doi.org/10.33394/jollt.v12i2.10798.

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Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclu

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