Language Anxiety as a Perceived Central Factor in ESL Speaking Difficulties
A Mixed-Methods Study of Low-Proficiency Undergraduates
Bibliographic Data
| ID | 19224170 |
|---|---|
| Authors | Misbah Shahid (0009-0007-5367-3849, Universiti Sains Malaysia), Muhammad Zammad Aslam (0000-0002-1475-5741, Universiti Sains Malaysia, corresponding author), Raasheed Mahmood (0000-0001-7163-0577, Okan University), Shaidatul Akma Adi Kasuma (0000-0002-0220-1098, Universiti Sains Malaysia) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Pages | 82-95 |
| Publication date | 2026-05-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Intercultural Communication (JOURNAL) |
| Journal identifiers | ISSN: 1404-1634 • E-ISSN: 1404-1634 |
| Publisher | International Collaboration for Research and Publications (PUBLISHER) |
| DOI | 10.36923/jicc.v26i2.1457 |
| OpenAlex | W7162084657 |
| Language | EN |
| References cited | 35 |
This study, grounded in a mixed-methods framework, examines the hindrances affecting the speaking skills of low-proficiency ESL undergraduates at a public university, with a specific focus on the perceived role of language anxiety. The study collected quantitative data by using a well-structured questionnaire, whereas qualitative insights were captured through semi-structured interviews to examine learners’ reported classroom experiences. Speaking proficiency has long been a persistent challenge, given its importance for English as a Second Language (ESL) learners, who need extended exposure yet have limited opportunities within formal language instruction, particularly in non-Anglophone higher education contexts. Descriptive statistical analysis indicated that psychological factors, especially presentation anxiety, fear of making mistakes, and low speaking self-confidence, were reported as key barriers alongside classroom-related and linguistic challenges. The thematic analysis of the interview data further suggested that English-only instructional approaches, teacher-dominated pedagogical practices, linguistic insecurity, and crowded classrooms were perceived to heighten learners’ anxiety and reduce their readiness or willingness to communicate. From a pedagogical perspective, the current study highlights the significance of affectively sensitive teaching strategies, including carefully scaffolded collaborative interaction, helpful feedback, and flexible language use, for developing communicative self-confidence
Anxiety · Focus (optics) · Focus group · Language assessment · Presentation (obstetrics) · Qualitative research · Second-language acquisition · Thematic analysis · Willingness to communicate · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Language Socialization into Academic Discourse Communities
Second language anxiety
Engaging Language Learners in Contemporary Classrooms
Learning Vocabulary in Another Language
Pronunciation Fundamentals
Setting an Agenda for Positive Psychology in SLA
Anxiety and cognitive performance
Willingness to Communicate in the Second Language
Second Language Anxiety and Achievement
Foreign Language Classroom Anxiety
The Control-Value Theory of Achievement Emotions
Speaking Challenges in a Life Skill Program for Islamic Boarding School Students
Translanguaging in higher education
Investigating the dynamic nature of L2 willingness to communicate
Pakistani postgraduate students' orientations for learning English as a second language
Translanguaging pedagogy in teaching English for Academic Purposes
Effect of interaction strategy instruction on learner engagement in peer interaction
A Meta-Analysis and Systematic Review of Foreign Language Anxiety Interventions Among Students
Foreign and second language anxiety
Using thematic analysis in psychology
Conceptualizing Willingness to Communicate in a L2
Enjoyment and anxiety in second language communication
Dynamic emergence of situational willingness to communicate in a second language
| Citation velocity | historical |
|---|---|
| Highly cited | No |