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ENGLISH LANGUAGE SPEAKING ANXIETY: A STUDY OF ITS SOURCES AMONG SECOND LANGUAGE LEARNERS(Abstrak)

ENGLISH LANGUAGE SPEAKING ANXIETY:

A STUDY OF ITS SOURCES AMONG SECOND LANGUAGE LEARNERS

 

Sophia Fui-Ni Tsen

 

ABSTRACT

 

Many secondary school students were suspected to be experiencing English language speaking anxiety which has prevented them from articulating their thoughts well in the language classroom.  This debilitating anxiety may greatly affect students’ achievement during school-based oral assessment and hamper future educational and career prospects.  The purpose of this study is to understand and discover the sources of speaking anxiety among a group of Form 4 students in a secondary school in Kota Kinabalu, Sabah. Using the mixed methods participation selection model, this study was conducted in two phases. Adopting the Foreign Language Classroom Anxiety Scale (FLCAS), 44.24% of the 217 respondents were found to experience severe to moderate levels of speaking anxiety. Through purposive sampling, ten respondents were approached to participate in two focus group interviews. The findings revealed that speaking anxiety was attributed to other first languages, low language proficiency, fear of negative peer evaluation, comparison with peers, fear of negative teacher evaluation, and traumatic experiences. Recognizing and identifying the various sources of speaking anxiety may prove helpful in creating the awareness among teachers in order to adopt and adapt the right classroom pedagogies to reduce this phenomenon.

 

Keywords: Speaking Anxiety; Second Language Anxiety; Foreign Language Anxiety; FLCAS; ELCAS