Language Without Fear: Tackling Speaking Anxiety in the First-Generation ESL Learners

Abstract

Affective factors such as anxiety, low motivation, and low self-esteem are well-known psychological barriers to second-language learning, particularly in the development of oral proficiency. High speaking anxiety raises learners’ affective filter, resulting in reduced language intake and more disfluent oral production. This study evaluates the effects of training first-generation ESL learners in selected anxiety-coping strategies on English-speaking anxiety and speaking fluency. Participants received 45 regular intervention sessions, in addition to counselling and feedback sessions. Using notetaking and phased pedagogical interventions, including systematic desensitisation, rehearsal opportunities, mirror talk, and record-and-review techniques, the researchers measured speaking anxiety through the English Language Speaking Anxiety (ELSA) scale and assessed speaking fluency through a rubric. The significant improvement in learners’ fluency following anxiety reduction is promising and has implications for teachers, particularly those who work with first-generation learners.