INTRODUCTION
Background to the research
In the context of globalization, the English language serves as a vital tool for elevating Vietnam's global presence Among the four essential language skills, speaking is often regarded as the most difficult, with research by Young (1990) indicating that learners experience greater anxiety when it comes to speaking compared to other language skills.
At The Selected School, both teachers and students recognize the significance of developing speaking skills Despite the students' commitment to practice and the variety of teaching methods employed, there has been no noticeable improvement in their communicative competence This lack of progress is attributed to anxiety experienced during speaking lessons, as highlighted by researchers such as MacIntyre & Gardner (1991), Lanerfeldt (1992), and Tanveer.
(2007), have shown that anxiety has a negative impact on speaking performance and can impede students from accomplishing their targeted goals It has a direct impact on
“how well they do on curriculum-related achievement tests, and how high their general proficiency becomes” (Oxford & Shea)
As a language teacher for 10th graders, the researcher is driven to investigate the anxiety experienced by students during speaking lessons at the selected school The aim of this study is to alleviate the effects of anxiety on students' speaking performance and to encourage greater participation in in-class speaking activities.
Research aims
This research aims to explore speaking anxiety and the factors that provoke it during speaking lessons among 10th graders at a selected school To achieve this goal, two specific objectives have been established.
- Identifying the level of anxiety of 10 th graders in speaking lessons
- Exploring the causes that lead to the students’ apprehension in speaking lessons.
Research questions
The above-mentioned objectives can be elaborated into the following research questions:
(1) To what extent are 10 th graders at the selected school anxious in speaking lessons?
(2) What are the causes of 10 th graders’ speaking anxiety at the selected school?
Scope of the study
This study was conducted at a high school in Hanoi involving 60 tenth-grade students The research aimed to assess the level of speaking anxiety among students and identify the factors contributing to their apprehension during speaking lessons.
Research significance
Students often experience high levels of anxiety during oral performances in class (Horwitz et al., 1986; Young, 1990) This study aims to investigate the causes of speaking anxiety among 10th graders at a selected school and assess their anxiety levels during speaking lessons By conducting this research effectively, it is anticipated to provide valuable insights for both teachers and students, ultimately enhancing speaking skills English teachers can implement strategies to foster non-threatening classroom environments, helping anxious students reduce the negative impacts of anxiety and improve their English speaking abilities.
Thesis organization
The study consists of five chapters:
Chapter 1, Introduction, presents background, aims, scope, significance of the study, and thesis organization
Chapter 2, the Literature Review, examines essential literature pertinent to the study, focusing on the dynamics of speaking, the various factors influencing speaking performance, and the role of anxiety It categorizes different types of anxiety, specifically in the context of speaking lessons, and explores the underlying causes of speaking anxiety Additionally, this chapter highlights previous studies that investigate anxiety within speaking classes, providing a comprehensive overview of the topic.
Chapter 3, Methodology, addresses methodological issues of the study, including research design, research setting, participants, data collecting instruments, data collection and data analysis procedures
Chapter 4, Findings and discussion, presents the detailed results, a holistic analysis on the data collected and discussion as well
Chapter 5, Conclusion, summarizes the key points, indicates limitations, followed by a recommendation for the study.
LITERATURE REVIEW
Theoretical background
The definition of speaking remains elusive, as it has been interpreted by various scholars Mackey (1965, as cited in Bygate, 1987) emphasizes that effective oral expression requires not only the correct sounds and rhythmic patterns but also the appropriate choice of words and inflections arranged in the right order to convey meaning accurately Therefore, students aiming to excel in speaking must master proper forms, organize them correctly, emulate native pronunciation, and express the intended meanings effectively.
According to Bailey (2005), speaking is defined as a productive oral skill that emphasizes systematic verbal expressions to convey meaning This view is supported by Chaney (1998), who describes speaking as the process of creating and sharing meaning through both verbal and non-verbal symbols across various contexts.
Bygate (1997) emphasizes the importance of speaking as a crucial literary skill in both first and second languages, highlighting that learners must communicate confidently to navigate basic transactions He identifies two fundamental aspects of speaking as a skill: motor-perceptive skills, which encompass the ability to perceive, recall, and articulate the correct sounds and structures of a language, and interaction skills, which involve making decisions about communication, including what and how to say things while maintaining positive relationships with others.
According to Byrne (1986), speaking is defined as a productive skill and is one of the two primary forms of oral communication In this process, the speaker must encode their intended message using suitable language, while the listener decodes or interprets it It is important to note that normal speech often includes a significant amount of redundant information and is characterized by incomplete or ungrammatical utterances, as well as frequent false starts and repetitions.
2.1.2 Factors affecting learners’ speaking performance
Learner performance is influenced by a variety of factors, which can be categorized into learner-external and learner-internal factors While some of these factors positively impact second language acquisition, others may hinder progress Among the most significant learner-external factors is the pedagogical effect, which encompasses the role of teachers and their instructional methods On the other hand, key learner-internal factors include aptitude, motivation, attitude, learning strategies, and specific needs, all of which are crucial for developing English speaking skills.
The primary objective in teaching the productive skill of speaking is to develop oral fluency, which encompasses the ability to express oneself clearly, coherently, and accurately with minimal hesitation To achieve this, teachers must encourage students to freely articulate their own ideas instead of merely imitating models or responding to prompts (Byrne, 1976, p 10) Byrne identifies three essential stages in the learning and teaching of oral skills: the presentation stage, the practice stage, and the production stage, each requiring distinct roles from the teacher to facilitate effective learning.
During the presentation stage, the teacher acts as an informant, introducing new material through texts, activities, or situations It is essential for the teacher to utilize economical and effective procedures According to Byrne (1976, p 22-32), teachers should strategically use both dialogues and prose passages based on the learners' needs, as these methods offer significant advantages in the initial phases of teaching spoken language.
During the practice stage, the teacher acts as a conductor and monitor to maximize meaningful and memorable practice Effective techniques include chorus work, reading aloud, and mechanical drills like substitution and transformation drills Additionally, teachers can facilitate rapid whole-class practice through guessing drills, imaginary scenarios, open-ended responses, concept practice, and relationship expression.
During the production stage, the teacher acts as a manager and guide, facilitating an environment where students can communicate openly and collaborate independently The primary role of the teacher is to create conditions that encourage student autonomy, providing minimal direction while allowing for self-directed work.
Byrne concludes that teachers play a crucial role in all stages of learning, yet the essential aspect of being a motivator is often overlooked Every action taken by teachers in the classroom is aimed at motivating students, sparking their interest, and engaging them in the learning process Several factors influence a teacher's effectiveness, including their mastery of teaching skills, which relies on thorough preparation, as well as their selection and presentation of topics and activities Additionally, a teacher's personality is significant, necessitating a balance of authority and friendliness in language instruction (Byrne, 1986, p 3).
Aptitude, as defined by Caroll (1981), refers to the "capability of learning a task," which plays a significant role in language acquisition, although it does not guarantee success (Ellis, 1997) Identifying learners' aptitude can assist teachers in understanding their students' achievements in language learning (Williams & Burdens, 1997) Key indicators of language aptitude include the ability to memorize new vocabulary, recall new sounds, and comprehend grammatical functions of words (Lightbown).
& Spada, 2013, p 37) In teaching and learning, students' aptitudes provide hints that teachers can use in selecting activities to develop students' capabilities
Motivation plays a crucial role in language learning, especially in developing speaking skills, as it serves as a driving force that ignites students' desire to learn and acquire knowledge of English It acts like the engine and steering wheel of a car, transforming boredom into interest and enthusiasm This inner power not only propels students forward but also helps them persevere in their English learning journey (Kong, 2009).
Motivation is defined as “the efforts which learners put into learning an L2 as a result of their need or desire to learn” (Ellis, 1995, as cited in Sasson, 2007)
According to Gardner's theory, the motivation for learning a foreign language encompasses four key elements: a goal, effortful behavior, a desire to achieve that goal, and a positive attitude (Guanjie, 1996) Students who possess strong motivation approach their studies with a constructive mindset and are dedicated to mastering English, resulting in better academic performance compared to those lacking motivation, who often view language learning as a tedious chore Clearly, motivation is a fundamental aspect of language acquisition that educators must prioritize to enhance student engagement and success.
Language learning strategies is defined by O’Malley and Chamot and Oxford
Language learning strategies are essential techniques that learners use to enhance their second language (L2) skills and significantly impact their learning outcomes Research indicates a positive correlation between the use of these strategies and L2 achievement, with frequency and choice of strategies serving as key differentiators between successful and unsuccessful learners According to Holec (1981), effective use of language learning strategies fosters independent and autonomous learning, which is crucial for success Oxford (1990) categorizes these strategies into two main classes: direct strategies, which include memory, cognitive, and compensation strategies that directly aid L2 learning, and indirect strategies, encompassing metacognitive, affective, and social strategies that support learning indirectly Direct strategies focus on effective memorization, mental processing, and compensating for knowledge gaps, while indirect strategies involve planning, monitoring, emotional regulation, and collaboration with others.
According to Wenden (1986), it is essential for teachers to clearly identify learner expectations and attitudes towards language learning, along with providing a rationale for their classroom methods to bridge the gap between teacher and learner beliefs Brindley (1987) further categorizes learner needs into “objective” and “subjective” needs, as explored by Richterich and Chancerel (1978) “Objective” needs can be assessed through personal data analysis and information on learners' language proficiency and usage patterns, while “subjective” needs encompass the wants, desires, and expectations that reflect psychological gaps Diagnosing these “subjective” needs allows teachers to tailor learning activities to better meet individual learner requirements.
Previous studies related to anxiety in speaking lessons
This section of the study examines existing research on foreign language speaking anxiety, highlighting various findings regarding learners' levels of anxiety, which range from high to low.
A study conducted by Huang (2004) investigated the relationship between foreign language speaking anxiety, gender, the age at which learners begin studying English, and their willingness to engage in after-class study within a Taiwanese context Data was gathered using the Foreign Language Speaking Anxiety Scale (FLSA) questionnaires, with a total of 502 English as a Foreign Language (EFL) learners participating The findings revealed that these participants experienced a significant level of speaking anxiety.
In a study conducted by Catatay (2015), the potential causes of Foreign Language Speaking Anxiety (FLSA) among EFL students were investigated, along with possible solutions The research involved 147 students enrolled in an English preparatory program at a Turkish university, who were categorized by proficiency level and assessed through questionnaires to evaluate their speaking anxiety The results revealed that EFL students generally experienced a moderate level of FLSA.
A study by Ozturk and Gurbuz (2014) examined the perceptions of 383 students in an English preparatory program at a Turkish government university regarding foreign language speaking anxiety Utilizing questionnaires to assess anxiety levels and conducting interviews with 19 randomly selected participants, the researchers employed descriptive statistics and content analysis for data interpretation The quantitative findings revealed that students generally experienced low levels of English as a Foreign Language (EFL) speaking anxiety; however, the qualitative data indicated that most students identified speaking skills as a significant source of anxiety.
Numerous studies have explored the causes of foreign language speaking anxiety among learners Liu (2007) investigated this issue, focusing on students' experiences and coping strategies Involving 27 participants, the research utilized surveys and reflective journals for data collection The findings revealed that many students experienced significant anxiety when speaking English in class, particularly during presentations, while feeling less nervous during pair work Contributing factors to this anxiety included insufficient vocabulary, low English proficiency, and memory disassociation.
Sadighi and Dastpak (2017) investigated the sources of foreign language speaking anxiety among 154 Iranian EFL learners using a questionnaire based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al (1986) Their findings revealed that the primary factors contributing to anxiety included fear of making mistakes, fear of negative evaluation, and a lack of vocabulary.
Liu and Jackson's study (2008) revealed that fear of negative evaluation significantly contributes to speaking anxiety among Chinese learners of English Through a 70-item survey administered to 547 non-English major freshmen, the research highlighted that self-assessment and negative behavior in English classrooms lead to increased anxiety Similarly, Zhiping and Paramasivam (2013) conducted observations and interviews with eight international EFL postgraduate students in Malaysia, finding that communication apprehension and fear of negative assessment also resulted in heightened speaking anxiety during class.
In a study conducted by Abdalaziz, Goh, and Azizah (2018) in Libya, researchers examined the levels and factors contributing to speaking anxiety among students Utilizing the adapted Foreign Language Speaking Anxiety Scale (FLSAS), they collected quantitative data from 300 fourth-year English department students across three universities The results revealed that students experienced moderate to high levels of speaking anxiety, with low self-confidence being the most significant factor, followed by fear of negative evaluation and communication apprehension.
In the Vietnamese educational context, a study by Nguyen and Tran (2015) examined factors influencing oral performance among 203 11th-grade students and 10 English teachers at Le Thanh Hien High School, utilizing questionnaires and class observations The findings revealed that nearly half of the students felt that anxiety impacted their speaking abilities Additionally, Luu's (2011) unpublished M.A thesis, “Learners’ Anxiety in Speaking Lessons at Nguyen Quan Nho Upper Secondary School: Causes and Solutions,” involved 135 tenth-grade students and employed survey questionnaires and interviews for data collection This study highlighted a prevalent tendency toward nervousness among students, identifying anxiety-inducing factors such as lesson content, communication apprehension, test anxiety, and fear of negative feedback.
Despite numerous studies on language anxiety, research specifically focused on foreign language speaking anxiety remains limited This study aims to contribute to the understanding of anxiety in speaking lessons, particularly among 10th graders at the selected school, where no prior research has been conducted By addressing this gap, the present study seeks to explore the relationship between anxiety and speaking performance in this demographic.
Summary
This review chapter focuses on two key aspects: the theoretical foundations underlying the study of 10th graders' anxiety in a high school in Hanoi, Vietnam, and the examination of previous research on anxiety in speaking lessons It begins by conceptualizing anxiety and its various types, emphasizing the specific causes of anxiety experienced during speaking lessons Additionally, it reviews prior studies on this topic, identifying gaps that this research aims to address, thereby enhancing the understanding of students' anxiety in speaking contexts.
RESEARCH METHODOLOGY
Research design
This research investigates students' anxiety and its causes during speaking lessons through both quantitative and qualitative methods According to Bouma and Atkinson (1995), integrating qualitative and quantitative approaches is crucial in social science research In this study, a survey questionnaire is utilized to gather quantitative data from students.
The qualitative method, utilizing in-depth interviews, was selected to thoroughly explore students' experiences and the underlying causes of anxiety during speaking lessons.
Context of the study
The present research was undertaken at the selected school Established in
Established in 1998 as the practical school for Hanoi National University of Education, this institution has evolved into one of the top high schools in Hanoi It provides education across two levels: lower secondary (grades 6-9) and upper secondary (grades 10-12) Upper secondary students are categorized into three groups—A, N, and D—each with distinct examinations tailored to their chosen academic fields.
Group A students concentrate on science subjects such as Maths, Chemistry, Physics Group D students put their focus on Literature, Maths and English Group
Many students focus on subjects like Maths, Physics, and English While English is a mandatory exam for high school graduation, its significance varies, especially for students in Groups D and N Consequently, there is a notable disparity in English proficiency levels among these students.
The Department of Foreign Languages (DFL) at the selected school employs 17 English teachers, with eight focusing on lower secondary education and the rest on upper secondary These educators possess 2 to 10 years of teaching experience, and many hold or are pursuing Master’s Degrees Additionally, most teachers have opportunities to participate in courses on teaching methodology Committed to enhancing their expertise, all DFL teachers are enthusiastic about teaching English and engaging in research to further their knowledge and teaching skills.
The researchers chose this school as the context for their study due to their six years of experience working there, which provided them with valuable familiarity and easy access to necessary data Additionally, the researcher is motivated to explore strategies for enhancing students' speaking outcomes and addressing the issue of speaking anxiety encountered during speaking lessons at the school.
Participants of the study
This study investigates the anxiety levels of 10th graders during speaking lessons, focusing on a sample of 60 students from three academic groups: A, D, and N All participants have studied English as their primary subject for nine years, reflecting diverse learning goals and motivations.
Table 1: Student participants’ background information
Class Group Number of participants Male Female
Data collecting instruments
This study utilized questionnaires and in-depth interviews as its primary research instruments This section outlines the justifications for selecting these methods and details the design of the research tools used.
3.4.1.1 Rationale for using questionnaire in the study
Questionnaires are essential research tools in applied linguistics, enabling quick and efficient data collection from participants According to Dürnyei (2007), they provide three key types of data: factual (such as age and language learning history), behavioral (including past actions and personal history), and attitudinal (covering opinions and beliefs) They are user-friendly, cost-effective, and save time (Seilinger & Shohany, 1989) By administering the same questionnaire to all subjects simultaneously, researchers ensure uniformity and accuracy in the data collected Furthermore, the use of multiple-choice questions allows for straightforward quantification of responses.
The survey questionnaire is designed to investigate factors contributing to in-class speaking anxiety from students' perspectives Utilizing the Foreign Language Speaking Anxiety Scale (FLSAS), which consists of sixteen items adapted from Ozturk and Gurbuz's 2014 study, the research focuses on specific aspects of foreign language speaking anxiety This adaptation is based on 18 selected items from the original 33 items of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al in 1986, emphasizing their direct relevance to speaking anxiety Participants rated each item using a 5-point Likert scale, ranging from 'strongly disagree' to 'strongly agree.'
In this study, the item regarding feeling nervous while speaking English with native speakers was deemed unsuitable due to the limited opportunities students have to engage with native speakers in their learning environment, leading to its exclusion Additionally, two items reflecting similar sentiments about anxiety in English classes were consolidated, resulting in a final survey questionnaire comprising sixteen items These items are categorized into a tri-factor model encompassing communication apprehension, fear of negative evaluation, and lack of confidence To facilitate understanding and prevent communication issues, all sixteen items were translated into Vietnamese.
3.4.2.1 Rationale for using in-depth interviews in the study
This study, like those by Woodrow (2006), Liu (2006), Tanveer (2007), Kayaoglu and Saglamel (2013), and Ozturk and Gurbuz (2014), employs qualitative in-depth interviews to investigate the causes of speaking anxiety from students' perspectives In-depth interviews are favored for their ability to yield detailed insights into participants' thoughts and behaviors, surpassing other methods such as surveys (Caloryn & Palena, 2006) They are particularly effective for exploring new topics in depth and allow participants to "select, reconstruct, and reflect" on their experiences (Ohata, 2005, pp 140-141) Additionally, this method creates a more relaxed environment for participants, who may be reluctant to complete surveys.
3.4.2.2 Design of the in-depth interviews
In order to avoid misunderstanding, the in-depth interview questions were designed in Vietnamese The table 2 below shows in-depth interview questions and their purpose
Table 2: Interview questions and their purpose
1 Have you felt nervous or stressful in speaking lessons?
2 What do you think are the causes of your speaking anxiety?
Perception of causes of speaking anxiety
3 Can you tell more about situations that cause anxiety or stress for you in speaking lessons?
4 What kinds of mistakes do you often make? Which mistakes make you nervous?
5 What do you think about your friends’ negative reactions while speaking
Perception of the friends’ negative reactions
Data collecting procedures
As mentioned above, in this study, data was collected by means of two main instruments: questionnaire and in-depth interviews
The data collection process extended over two weeks, with questionnaires administered on days that minimized disruption to classroom teachers' lesson plans Participants were informed about the survey's purpose and given opportunities to clarify any questions, which were translated into Vietnamese The researcher emphasized the importance of the questionnaires and the value of the participants' support Teachers from the academic department assisted in distributing and collecting the questionnaires from students To encourage honest and voluntary responses, participants were assured that their information would remain confidential.
After gathering questionnaire data, interviews were scheduled with six students selected based on their anxiety levels, categorized into high, moderate, and low speaking anxiety groups To ensure participant comfort, the in-depth interviews were conducted in Vietnamese, as their English proficiency was insufficient for expressing their thoughts Each face-to-face interview lasted approximately five to ten minutes and was tape-recorded for transcription purposes.
Data analysis procedures
This study employed two distinct analytical approaches: quantitative analysis and qualitative analysis Quantitative data collected through questionnaires were examined using the statistical software SPSS, while qualitative data obtained from in-depth interviews underwent qualitative content analysis.
Data collected from questionnaires were analyzed using SPSS 17.0, focusing on descriptive statistics The second research question investigates the causes of speaking anxiety among 10th graders through a 16-item Likert-type scale survey, where respondents indicate their levels of agreement regarding English-speaking anxiety on a scale from 1 (strongly disagree) to 5 (strongly agree) To interpret the analyzed data, specific criteria were established.
• A mean score of 4.21 – 5.00 indicates the highest level of anxiety
• A mean score of 3.41 – 4.20 indicates high-anxiety level
• A mean score of 2.61 – 3.40 indicates moderate-anxiety level
• A mean score of 1.81 – 2.60 indicates low-anxiety level
• A mean score of 1.00 – 1.80 indicates the lowest level of anxiety
To assess the reliability of the survey questionnaire, it was reviewed by qualified members of the Department of Foreign Languages at the chosen school Additionally, Cronbach’s Alpha was employed to evaluate the reliability, with the following criteria for the reliability coefficient: α >= 0.9 indicates a very good factor scale.
0.7 > α >= 0.6: Acceptable factor scale for new studies
0.6 > α >= 0.5: Factor scale is not suitable
0.5 > α: Factor scale is not suitable
The Cronbach’s Alpha for the scale is 0.994, indicating high reliability, as it exceeds the threshold of 0.6 Additionally, all 16 items demonstrate a "Corrected Item-Total Correlation" value greater than 0.9, confirming that each component item is reliable.
The in-depth interviews were recorded and transcribed in English, followed by a qualitative content analysis of the data As defined by Hsieh and Shannon (2005, p 1278), content analysis is a research method that involves the subjective interpretation of text data through systematic coding and theme identification Ultimately, the findings were presented in English.
The data analysis was conducted in four key steps: 1) transcribing the data, 2) pre-coding and coding, 3) creating a data display, and 4) interpreting the data to draw conclusions Additionally, insights from Rubin and Rubin (2005) and Seidman (2006) were incorporated to enhance the analysis of the coded data.
The recorded data were carefully listened to and transcribed into English text, focusing primarily on verbal information Nonverbal cues, such as paralanguage, facial expressions, laughter, eye movements, pauses, and speech intonation, were excluded from the transcription, as verbal content was deemed more significant for this study This approach is referred to as partial transcription (Dürnyei).
In the pre-coding phase, printed transcripts were meticulously reviewed to identify common themes and language patterns related to participants' experiences of speaking anxiety, which were then distilled into 'units of analysis.' During the coding process, relevant excerpts from the transcribed data were highlighted in bold, and each highlighted section was assigned a specific code, facilitating the organization and identification of these extracts for further research.
Table 3: Codes used for interview data
1 Situations lead to students’ speaking anxiety
1.1 Speaking in front of class
1.3 Answering teachers’ questions without preparation in advance
2.2 Fear of receiving negative feedbacks
2.4 Lack of information about speaking topics
1.1 Speaking in front of class 1.2 Group discussion
2 Causes 2.1 Linguistic difficulties 2.2 Negative evaluation fear 2.3 Teachers’ role
2.4 Lack of in-topic information
(3) Producing a form of data display
After being categorized by code in each focus area, all coded data were then organized and displayed by the order of the focus areas
(4) Interpreting the data and drawing conclusions
In this phase, the codes within the focus areas were revisited to grasp the key concepts Subsequently, the ideas were organized and summarized for each focus area Finally, the insights from the in-depth interviews were analyzed, leading to the formulation of conclusions (Dürnyei, 2007; Rubin & Rubin, 2005; Seidman, 2006).
Summary
This chapter outlines the methodology used in the study to investigate the anxiety levels of 10th graders at a specific school It details the exploratory research design, the context of the study, and the participants involved To achieve a comprehensive understanding, both qualitative and quantitative data collection methods were utilized, including questionnaires and in-depth interviews, ensuring the reliability of the data analysis.
FINDINGS AND DISCUSSION
Findings on the level of anxiety of 10 graders at the selected school in
(1) To what extent are 10 th graders at the selected school anxious in speaking lessons?
The study investigates the anxiety levels experienced by 10th graders during speaking lessons at a selected school By utilizing descriptive statistics, the researchers computed a mean score to assess the overall anxiety level The findings reveal an average mean score of 3.25, indicating a moderate level of anxiety, with scores ranging from 2.61 to 3.40.
Table 4: Level of speaking anxiety
Mean Level of speaking anxiety
The analysis presented in Table 4 and Figure 1 reveals a spectrum of anxiety levels among students, ranging from very low to very high Notably, 40% of respondents reported moderate speaking anxiety, which is twice the number experiencing high anxiety levels Additionally, the data indicates that the percentages of students with low and very low anxiety levels, at 26.66% and 13.34% respectively, significantly surpass those with very high anxiety The mean score for anxiety items is 3.25, falling within a range of 2.61 to 3.40 Overall, these findings suggest that the students at the selected school experience a moderate level of anxiety during speaking lessons.
Findings on the causes of the types of anxiety faced by students at the
(2) What are the causes of 10 th graders’ speaking anxiety at the selected school?
The second research question explores the factors contributing to speaking anxiety among 10th graders at the selected school during their speaking lessons As detailed in Table 5, various elements influence the level of anxiety experienced by these students.
Table 5: Causes of speaking anxiety
Causes of speaking anxiety Items Mean
Table 5 reveals that the primary factor contributing to speaking anxiety is a lack of confidence, with a mean score of 3.32, followed by fear of negative evaluation at 3.17 and communication apprehension at 3.12 Figure 1 provides a detailed illustration of the different causes of speaking anxiety.
Figure: Causes of speaking anxiety
Table 6 presents the learners' responses to items related to a lack of confidence, using a five-point Likert scale ranging from "1 Strongly disagree" to "5 Strongly agree." The findings are detailed in percentages, mean scores, and standard deviations, highlighting the level of confidence among the participants.
Table 6 Descriptive statistics of students’ lack of confidence
Strongly disagree Disagree Not sure Agree Strongly agree Mean Std deviation
Count % Count % Count % Count % Count %
10 I always feel that other students speak
1 I never feel quite sure of myself when I am speaking in my speaking lessons
7 I feel very self-conscious about speaking
English in front of other students
11 I start to panic when I have to speak without preparation in speaking lessons
4 I don’t feel confident when I speak English in speaking lessons
Students experience speaking anxiety due to a lack of confidence, particularly when comparing themselves to their peers and delivering unprepared oral performances in class Many anxious students feel that their classmates speak English better than they do, with 60% expressing this sentiment (M=3.53) These implicit comparisons lead to a diminished self-assessment of their abilities, resulting in insecurity and a reserved demeanor.
Approximately 40% of participants reported feeling panic when required to speak without prior preparation during lessons This finding indicates that teachers have not adequately informed students about upcoming speaking topics As a result, students' insufficient knowledge on the subject matter has led to decreased self-confidence and increased anxiety during speaking activities.
In addition, the results revealed that students had trouble with expressing themselves due to their low-self-confidence Almost half of respondents (48.4%,
Many students express a lack of confidence when speaking in English, as indicated by 25% agreeing and 18.3% strongly agreeing with the statement, "I do not feel confident when I speak in speaking lessons." This sentiment is further supported by item 7, where 35% of students agreed and 15% strongly agreed that they feel self-conscious about speaking English in front of their peers.
4.2.1.2 Fear of negative evaluation (FNE)
Table 7: Descriptive statistics of students’ fear of negative evaluation
Strongly disagree Disagree Not sure Agree Strongly agree Mean Std deviation
Count % Count % Count % Count % Count %
2 I am afraid of making mistakes in speaking lessons 4 6.7% 5 8.3% 13 21.7% 25 41.7% 13 21.7% 3.63 1.12
8 I am afraid that my English teacher is ready to correct every mistake I make
English teacher asks questions which I have not prepared in advance
15 I am afraid that the other students will laugh at me when I speak English
5 I get embarrassed to volunteer answers in speaking lessons 12 20% 17 28.3% 15 25% 13 21.7% 3 5% 2.63 1.18
Table 7 reveals that learners' fear of negative evaluation stems from both the fear of making mistakes and the fear of receiving negative feedback Notably, 63.4% of students expressed concern over the repercussions of errors in speaking lessons, as indicated by item 2, "I am afraid of making mistakes in speaking lessons." Additionally, item 8 supports this finding, showing that 33.3% of participants agreed and 15% strongly agreed with the statement, "I fear my English teacher will be ready to correct any error I make."
Table 7 indicates that 43.3% of respondents feel nervous when unprepared for questions from their English teacher This suggests that students' hesitation to engage in speaking activities stems not from a lack of knowledge but from their difficulty in speaking spontaneously in English They require additional time to think before responding, and many prefer to prepare their answers in advance to avoid making mistakes and facing ridicule from peers.
Fear of making mistakes significantly impacts students' confidence in speaking, leading to anxiety and apprehension about negative judgments from peers Many anxious students are concerned not only about their teachers' feedback but also about how their classmates might react For instance, a survey revealed that 31.7% of participants agreed, and 10% strongly agreed with the statement, “I am afraid that the other students will laugh at me when I speak English.”
Table 8: Descriptive statistics of students’ communication apprehension
Strongly disagree Disagree Not sure Agree Strongly agree Mean Std deviation
Count % Count % Count % Count % Count %
12 I get nervous and confused when I am speaking in speaking lessons
3 I get frightened when I don’t understand what the teacher is saying in English
6 I get upset when I don’t understand what teacher is correcting
14 I feel overwhelmed by the number of rules I have to learn to speak English
9 I can feel my heart pounding when I'm going to be called on in speaking lessons
13 I get nervous when I do not understand every word my English teacher says
Table 8 indicates that all respondents experienced communication apprehension, with 43.3% feeling upset when they did not comprehend their teachers' corrections (Item 6) This discomfort may stem from a lack of rapport between teachers and students during speaking lessons, leading to students hesitating to seek clarification on their uncertainties Additionally, teachers may overlook whether their students truly grasp their mistakes, further exacerbating anxiety in speaking activities The absence of harmony between teachers and students significantly contributes to increased anxiety levels in these lessons.
In addition, students’ responses to Item 3 “I get frightened when I don’t understand what the teacher is saying in English” support their responses to Item 6
Many students express frustration when they struggle to comprehend their teacher's corrections, with 51.7% and 43.3% of participants indicating similar sentiments These findings suggest that the teaching styles employed by educators may not align with the needs of their students, leading to confusion and anxiety in the classroom.
Approximately one-third of students experience anxiety when speaking English in class, primarily due to the numerous rules they must learn and their concern about oral performance Survey responses indicated that 51.7%, 41.7%, 41.6%, and 28.3% of students agreed with Items 3, 12, 14, and 9, respectively Notably, Item 14 highlighted that students' worries about language rules significantly hindered their ability to speak fluently This suggests that participants prioritized grammatical accuracy over fluency, leading to increased anxiety during oral communication.
Despite experiencing communication anxiety, most students demonstrated a solid understanding of classroom material Notably, 41.7% disagreed and 16.7% strongly disagreed with the statement, “I get nervous when I do not understand every word my English teacher says.” This indicates that participants feel it is unnecessary to grasp every single word to understand the overall message in the target language.
4.2.2 Findings from the in-depth interviews
The qualitative data revealed that linguistic difficulties, particularly in vocabulary, grammar, and pronunciation, significantly affect learners Among these, vocabulary emerged as a major source of stress, with many participants expressing that a limited vocabulary hampers their oral performance They faced challenges related to both the insufficiency of words and the retrieval of vocabulary For instance, one participant stated, “I wanted to present my ideas but didn’t know what words to use,” while another shared, “I feel nervous because I do not have enough vocabulary.” Additionally, some respondents struggled with recalling words, with one noting, “When being suddenly asked to answer the teacher’s question, I forget most of the words, even simple ones, and usually become hesitant.”
Meanwhile I6 revealed that many words did not come out when speaking in hurry
Many students struggle to express their interesting ideas effectively due to the challenge of finding the right words This difficulty in word choice can hinder their ability to communicate their thoughts clearly and confidently.
Discussion of main findings
This study investigates the anxiety levels of 10th graders during speaking lessons at a selected school, revealing that students experience a moderate level of speaking anxiety, as indicated by the FLSAS results Miskam and Saidavil (2019) express concern over this moderate anxiety, as it can negatively impact students' oral performance Additionally, Catatay (2015) notes that such anxiety may hinder their ability to articulate their viewpoints in English, while Wu and Lin (2014) highlight its effect on students' willingness to engage in communication.
The second question investigates the causes of students' speaking anxiety Participants' responses to the Foreign Language Speaking Anxiety Scale (FLSAS) and interview statements indicate that factors such as communication apprehension, fear of negative evaluation, low self-confidence, linguistic challenges, teacher influence, and insufficient knowledge about speaking topics contribute to their anxiety.
Lack of confidence emerged as the primary anxiety-inducing factor among participants, with the highest average agreement noted Following this, fear of negative evaluation and communication apprehension were also significant contributors Notably, over two-thirds of participants reported feeling less confident when comparing themselves to their classmates This finding aligns with previous studies (Aydın, 2001; Liu & Jackson, 2008; Akkakoson, 2016), which identified self-assessment in relation to peers as a key source of foreign language anxiety.
Learners' anxiety in the EFL context can be attributed to competitive behavior stemming from self-comparison with peers Specifically, less proficient learners often measure their linguistic abilities against those of more proficient peers, leading to a sense of competition that contributes to their anxiety.
Linguistic difficulties significantly hinder students' oral performance in speaking lessons, as highlighted by Sadighi and Dastpak (2017), who emphasize that effective communication relies on a sufficient vocabulary to articulate feelings and thoughts A limited vocabulary can result in communicative challenges and contribute to speaking anxiety Additionally, participants experienced nervousness stemming from poor pronunciation, which Tanveer (2007) identified as a key factor contributing to language anxiety among EFL/ESL learners when developing their speaking skills.
Inadequate listening time in language classes can hinder language input for EFL learners, potentially leading to poor pronunciation skills.
Students often experience anxiety during speaking lessons due to a lack of relevant information This aligns with the findings of Kayoglu and Saglamel (2013), who noted that respondents felt disturbed by their inability to discuss certain topics in their native language Similarly, Huang (2004) found that unpreparedness exacerbates speaking anxiety in the classroom Conversely, being well-prepared can boost learners' confidence and motivation, ultimately reducing their anxiety levels.
The study's findings reveal that students experience significant fear of negative evaluation, consistent with previous research by Horwitz et al (1986), Kitano (2001), Tsiplakides & Keramida (2009), Ozturk & Gurbuz (2014), and Akkakson (2016) Specifically, 60% of respondents reported anxiety about making mistakes and a majority expressed concern over being laughed at or negatively judged by peers during spontaneous English speaking In-depth interviews further highlighted participants' apprehension about mispronouncing words, which hindered their willingness to speak in front of classmates Additionally, questionnaire results indicated that a focus on grammatical accuracy disrupted fluency, aligning with Ozturk and Gurbuz's (2014) findings that immediate questioning contributes significantly to EFL speaking anxiety.
Another factor of speaking anxiety is associated with communication apprehension This factor was found in other previous studies, including McCroskey & Richmond (1992), Suleimenova (2013), Zhiping & Paranasivan
Students often feel self-conscious when asked to speak English in front of their peers, a phenomenon supported by McCroskey and Richmond's (1992) research on communication apprehension Interestingly, while 57.9% of survey respondents believed it was unnecessary to understand every word from their teachers, many interviewees struggled to comprehend due to the teachers' fast speaking pace This indicates that students face challenges in grasping key words, which hinders their overall understanding of communication.
Students' embarrassment in the classroom was heightened by teachers' unsupportive attitudes and their methods of correcting errors, contributing to discomfort Research by Tanveer (2007) supports this, showing that teachers' beliefs and reactions to errors significantly impact second/foreign language anxiety Additionally, students felt anxious during speaking lessons due to limited practice opportunities, as most class time was dominated by teacher instruction, leaving them with minimal involvement in discussions This aligns with Gan's findings on the effects of teacher-centered classrooms.
(2012) The researcher found that inadequate opportunities to speak in the class could be a major cause of the students’ weakness in the speaking activities.
Summary
This chapter presents key findings on 10th graders' anxiety during speaking lessons, based on both questionnaires and in-depth interviews The first research question explores the anxiety levels among these students at the selected school, revealing that they experience a moderate level of anxiety in speaking activities.
The second research question investigated the causes of anxiety in speaking lessons, revealing several contributing factors Key findings indicated that communication apprehension, fear of negative evaluation, lack of confidence, linguistic difficulties, the influence of teachers, and insufficient information about speaking topics all significantly heightened students' anxiety levels.
A recent survey on anxiety in speaking lessons identified three main factors contributing to this issue: communication apprehension, fear of negative evaluation, and lack of confidence Among these, lack of confidence emerged as the most significant factor, with an average mean score of 3.32, followed by fear of negative evaluation at 3.17 and communication apprehension at 3.12 Additionally, qualitative data revealed that linguistic difficulties, including vocabulary, pronunciation, and grammar, along with fear of negative evaluation, teacher influence, and insufficient information about speaking topics, are also closely linked to speaking anxiety.
The in-depth interviews highlight that linguistic difficulties are a significant source of anxiety for learners Five interviewees reported feeling nervous due to a limited vocabulary, while four expressed dissatisfaction with their vocabulary range, and three struggled to recall words This restricted vocabulary hindered their ability to share ideas, and poor pronunciation affected four participants' listening comprehension and overall communication Additionally, some respondents faced challenges with grammar, including issues related to tense and word classification.
The role of teachers significantly influences students' anxiety levels in foreign language speaking Interview findings revealed that many participants experienced unsupportive teachers, which they identified as a key factor contributing to their anxiety Three participants specifically noted that their EFL teachers were neither friendly nor cooperative, leading to communication apprehension, particularly during error correction Additionally, students expressed frustration over limited opportunities to practice speaking, as teachers dominated classroom dialogue, restricting their speaking time and hindering oral performance improvement They emphasized the need for engaging activities that promote language practice Questionnaire results further indicated that a lack of speaking opportunities led to students relying on well-prepared answers to avoid errors and negative feedback from peers and teachers.
The questionnaire revealed that self-comparison to peers significantly heightened students' anxiety levels, with over 60% of participants underestimating their speaking abilities when comparing themselves to friends This negative self-assessment hampers learners' willingness to engage in speaking activities, particularly in classroom discussions or presentations.
A common theme identified in both in-depth interviews and questionnaires was the students' anxiety stemming from insufficient topic knowledge This lack of background information led to decreased confidence, causing students to shy away from communicative activities, particularly group discussions.