AN INVESTIGATION INTO FOREIGN LANGUAGE SPEAKING ANXIETY IN ENGLISH CLASSROOMS AT TERTIARY LEVEL
Main Article Content
Abstract
It is expected of students to proficiently use English to fulfill the demands of institutions and society. However, achieving fluency in English communication post-graduation remains a challenge for many. This study aims to explore the extent of foreign language speaking anxiety (FLSA) and identify the factors contributing to FLSA in English classrooms at Yersin University of Dalat, Vietnam (hereafter referred to as YUD). The research design incorporated both quantitative and qualitative methods. The study involved the participation of 200 students from YUD who are not majoring in English. Data was collected using questionnaires and semi-structured interviews. The analysis of the collected data was carried out using content analysis and descriptive statistics. The study’s findings indicated that students experienced a high level of FLSA. The six primary factors identified as causing FLSA included teachers’ manner, lack of language knowledge, lack of confidence, preparation, and feeling of shyness, fear of negative attitudes, inability to express idea factor, and fear of making mistakes.
Keywords
tertiary level, English learning, foreign language speaking anxiety, anxiety level
Article Details
References
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