Jun 2026· Pertanika Journal of Social Sciences and Humanities· Vol 34· 0 citations
Abstract
In this review, the anxiety faced by students in primary vernacular Tamil schools in Malaysia when having to speak in the English language is the focus. The primary target for the study is students at the Tamil vernacular schools known as the Sekolah Jenis Kebangsaan Tamil (SJKT) in Malaysia. A decade-long window has been used to extract studies and draw conclusions from the results of the studies published between 2015 and 2025. The review analyses both quantitative and qualitative findings, allowing for a more comprehensive and detailed account of the language anxiety phenomenon. It is found that most studies have focused on the impact of language anxiety on the students’ willingness to communicate (WTC) in English. The review uncovered several factors that contribute to speaking anxiety, including psychological, social, and pedagogical factors, as well as fear of negative evaluation, peer judgement, and limited exposure to English outside the classroom. The review also examined strategies such as task-based learning, peer-assisted learning, and mindfulness techniques, which were found to be effective in reducing anxiety and increasing WTC. The review highlights the need for contextually grounded strategies that address the unique challenges faced by students, particularly those in vernacular schools. Several recommendations for future research emerged from the synthesis. These include the need for design-based studies in vernacular schools, longitudinal tracking of anxiety levels, and the validation of anxiety measurement tools for students in the Southeast Asian setting.
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations
The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.
Nurul Jannah Ahmad Ghulamuddin, Mohamad Iqbal Afham Mohamad Afandi, Nurhazwani Abd Halim· Gading Journal for the Socia...· 0 citations
This study aims to discover the types, factors, and coping strategies of speaking anxiety among 7th-grade students in an international school. The participants comprised all 7th-graders from six classes at an international Islamic boarding school in East Java. Using a sequential explanatory mixed-methods design, questionnaires were distributed to all students to map their anxiety types, followed by semi-structured interviews with six purposively selected participants to delve deeper into the factors and coping strategies. The findings revealed that communication apprehension and fear of negative evaluation were the dominant types of speaking anxiety experienced by students, while test anxiety occurred less frequently. Several factors contribute to this speaking anxiety, including psychological, linguistic, pedagogical, and socio-cultural factors such as intensive English use demands in an international school environment. To overcome anxiety, students applied coping strategies, with preparation and peer-seeking as the most frequent strategies, followed by relaxation and positive thinking. Some students also exhibited signs of resignation. This study concludes that speaking anxiety is a complex phenomenon influenced by both internal and external factors, offering pedagogical insights for teachers and school administrators to design less-anxious speaking environments.
Rifda Amelia· JOURNEY (Journal of English...· 0 citations
Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
J. C. Ogana, L. J. B. Caluza· Indonesian Journal of Educat...· 0 citations
Public speaking anxiety (PSA) is a common challenge among ESL learners, often affecting their academic performance, and classroom participation. Developing speaking skills is a challenging process that requires learners to use correct vocabulary, grammar, pronunciation, intonation, and body language. This study explores the key factors contributing to public speaking anxiety (PSA) and examines effective classroom strategies to help ESL learners manage their fear of speaking in front of an audience. Drawing on existing literature, the study identifies several major factors associated with speech anxiety, including fear of negative evaluation, lack of preparation, low self-confidence, limited speaking experience, and peer pressure. The study also highlights four classroom strategies theory by Kondo and Ying Ling (2004) that can create a supportive learning environment and reduce anxiety levels. A total of 106 students from the English study program at a Malaysian public university participated in this quantitative study. The findings indicate that relaxation strategies were the most frequently adopted by students to manage their public speaking anxiety (PSA), with a mean score of 3.8. Preparation strategies ranked second, also recording a mean score of 3.8. This was followed by positive thinking strategies, while peer- seeking strategies were the least preferred among the participants. The results of this study are expected to provide valuable insights for ESL learners, educators, and policymakers in developing effective approaches to reducing public speaking anxiety and enhancing speaking performance.
Norhartini Aripin, Nursahida Aripin· International journal of res...· 0 citations
This study investigates students' speaking anxiety in English speaking skill learning at Grade X of SMA Swasta Daerah Kisaran. Speaking anxiety is a common psychological barrier that inhibits students' oral performance in the English as a Foreign Language (EFL) context. This qualitative descriptive study aimed to identify the dominant causes of speaking anxiety, describe coping strategies employed by students, and analyze the correlation between anxiety levels and speaking fluency during individual presentations. Data were collected through the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, semi-structured interviews, and classroom observation of 15 selected Grade X students. The findings reveal that 40% of participants demonstrated severe anxiety levels (scoring 8-10 on the anxiety scale). The dominant internal factor was fear of making mistakes, affecting 10 out of 15 students. External factors such as peer pressure, audience gaze, and fear of negative evaluation significantly amplified students' anxiety. These results align with Horwitz et al.'s (1986) FLCAS framework encompassing communication apprehension, test anxiety, and fear of negative evaluation. The study recommends that English teachers adopt low-stakes interactive methods, reduce immediate corrective feedback, and cultivate a supportive classroom culture to lower the affective filter and enhance students' speaking confidence.
Syaipullah Akbar Sinaga, YenYen Kezia Agustin, A. Zahra et al.· Jurnal Pustaka Cendekia Pend...· 0 citations