STUDENTS’ SPEAKING ANXIETY IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM AND THEIR SRATEGIES TO COPE WITH IT

Abstract

Speaking anxiety is a common challenge faced by students learning English as a Foreign Language (EFL), often hindering their ability to communicate effectively. This study investigates the nature of students’ speaking anxiety in EFL classrooms and the coping strategies they employ to manage it. The study was conducted in Sumbawa University of Technology and the samples of the study were taken from Informatics Department. Data were collected through questionnaires distributed to 23 informatics students, focusing on their experiences of anxiety during speaking tasks and the techniques they use to overcome it. The findings reveal that fear of making mistakes, lack of confidence, and worry about negative evaluation are primary sources of speaking anxiety. Students exhibit various physical and emotional symptoms such as trembling, sweating, and nervousness. To cope with these challenges, students adopt strategies including thorough preparation, positive self-talk, peer support, and relaxation techniques. However, some students still resort to avoidance behaviors that may limit their language development. The study highlights the critical role of teachers/ lecturers in creating a supportive, low-pressure classroom environment that encourages risk-taking and normalizes errors as part of the learning process. It also suggests that institutions should provide training for educators to address affective factors and offer counseling services for anxious learners. By understanding and addressing speaking anxiety, educators can better support students in achieving greater fluency and confidence in English communication.

Keywords: speaking anxiety; anxiety strategies; English as Foreign Language students.