Abstract
Second language (L2) learners are very keen to master speaking in their L2, and this is among the most important of all language skills. However, speaking anxiety is a major obstacle to successful L2 learning. This study was designed to investigate university-level students’ attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited. The researcher conducted semi-structured interviews and administered a four-point Likert-scale questionnaire with 18 items, designed to address three constructs: a) fear of speaking in English; b) fear of making mistakes in English; and c) fear of being judged by others. The findings showed that although the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations. When asked about their fear of making mistakes in front of their classmates, or of being judged by them, they agreed that in those circumstances they would experience anxiety.
Highlights
It is not controversial to suggest that English has become a globally important language and that an ability to speak it can connect people around the world (Arifin, 2017; Dincer, 2017; Jannah & Fitriati, 2016; Tridinanti, 2018)
This study was designed to investigate university-level students’ attitudes towards speaking in English and their experience of anxiety. 81 participants who majored in English with an average age of 21.8 years were recruited
The findings showed that the participants were generally unconcerned about speaking English, their attitudes were different when they were asked about specific situations
Summary
It is not controversial to suggest that English has become a globally important language and that an ability to speak it can connect people around the world (Arifin, 2017; Dincer, 2017; Jannah & Fitriati, 2016; Tridinanti, 2018). Cognitive factors include a learner’s level of intelligence, the extent of their aptitude for languages, and their language learning strategies, while psychological factors include a positive or negative attitude to learning a second language and a learner’s degree of motivation, as well as the amount of anxiety they experience. Feeling anxious is not exclusive to using an L2, but can apply to using one’s first language, especially when speaking in public in front of an audience. It is easy to understand, that speaking in front of an audience in an L2 is an even more anxiety provoking experience. This is because L2 learners are not as competent in their L2 as they are in their first language (Tanveer, 2007)
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