Speaking Anxiety in the Second Language Classroom: Learners’ Perspective

Abstract

Speaking plays a vital role in the second language classroom as the ability to communicate one’s own ideas is an essential factor determining language proficiency. However, learners’ anxiety in speaking is a frequent challenge encountered by the language teacher which negatively affects the teaching-learning process. In this light, the present study attempts to investigate the factors affecting second language speaking anxiety in the perspective of learners. The sample was a group of 60 mixed-ability undergraduate students belonging to three different disciplines at a state university. They learn English language as a compulsory subject during the first two years of their study and their curriculum covers essential speaking activities required for day-to-day conversation and for academic purposes. The learners were administered a semi-structured questionnaire in order to identify their perspective on speaking anxiety in the language classroom along with the factors that cause and reduce their anxiety. The findings revealed that while the students agree that oral activities in the language classroom are beneficial, their reluctance to communicate stems from inadequate vocabulary, fear of making mistakes and testing. These concerns can be addressed by engaging the learners in adequate activities prior to testing, providing ample language input for each task and by helping them to correct their own mistakes.