The Effects of Academic Anxiety on College Students Learning of Spoken English

Abstract

This paper examines the effects of academic anxiety on college students learning of spoken English. Academic anxiety can hinder students fluency, pronunciation accuracy, self-expression, and overall confidence in oral communication. The study identifies various factors that contribute to academic anxiety, including personal, external, socio-cultural, and psychological factors. It explores the negative consequences of academic anxiety on students spoken English learning outcomes. Coping mechanisms and strategies, such as creating a supportive learning environment, teaching stress management techniques, and promoting self-reflection and self-assessment, are proposed to address academic anxiety. The paper emphasizes the practical implications for educators, institutions, and policymakers, including teacher training, curriculum design, peer interaction, counseling services, and assessment practices. Implementing these recommendations can create a supportive and empowering learning environment, mitigating the impact of academic anxiety. The study concludes by highlighting the importance of recognizing and addressing academic anxiety to enhance college students spoken English skills and prepare them for success in a globalized world.