English Speaking Anxiety Among EFL Learners at English Language Education Department Pekalongan University

Abstract

This research explored the extent of English-speaking anxiety and its underlying causes among EFL students in the English Language Education Department at the University of Pekalongan. Utilizing a mixed-method design, the study integrated both quantitative and qualitative approaches. The Foreign Language Classroom Anxiety Scale (FLCAS) was administered to assess students’ anxiety levels, followed by interviews with selected participants representing high, moderate, and low anxiety categories. Quantitative results showed that 76.7% of the students experienced moderate anxiety, 13.3% had low anxiety, and 10% reported high anxiety. Qualitative findings identified various contributing factors: internal ones such as limited vocabulary and pronunciation issues, and external ones including peer pressure, insufficient speaking opportunities, an unsupportive learning atmosphere, and negative past experiences. The study concluded that speaking anxiety was common among the participants and stemmed from both individual and situational influences. These findings highlighted the importance of creating supportive learning environments and implementing effective strategies to reduce anxiety and improve students’ speaking performance.