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All Journal Al-Ta'lim Islamika: Jurnal Keislaman dan Ilmu Pendidikan FOSTER: Journal of English Language Teaching Scientia: Jurnal Hasil Penelitian ENGLISH FRANCA : Academic Journal of English Language and Education Journal of Language Learning and Assessment
Suparto, Windy Puspitasari
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

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University Students’ Speaking Anxiety in a Papuan EFL Classroom: A Qualitative Case Study Naing, Ince Rezky; Suparto, Windy Puspitasari; Rafra, Precilia
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.405

Abstract

Speaking anxiety remains one of the most persistent affective barriers that hinders students’ oral performance in English as a Foreign Language (EFL) classrooms, particularly in contexts with limited exposure to English communication. This study aims to explore how university students experience speaking anxiety, identify classroom situations that trigger anxiety, examine its influence on participation and oral performance, and investigate students’ coping strategies in a Papuan EFL classroom. A qualitative case study design was employed involving 20 second-semester English Education students at a public university in Papua. Data were collected through classroom observations, semi-structured interviews, and written reflections over eight weeks, and were analyzed thematically. The findings reveal that students experience anxiety through nervousness, fear of negative evaluation, and low self-confidence, which often lead to silence, hesitation, and avoidance of speaking tasks. Anxiety was particularly triggered by public speaking, spontaneous questioning, and peer judgment. These conditions reduced students’ fluency and participation. However, students adopted coping strategies such as preparation, peer collaboration, and repeated practice to manage their anxiety. The study highlights the importance of supportive classroom climates and low-pressure communicative activities to foster students’ confidence and oral engagement in EFL learning.
Co-Authors Abdul Wafi, Abdul Adisaturrahimi, Andi Amir, Muhammad Amirullah -, Amirullah Herman Resyadi Kasman, Nuraini Lao, Yandres A. Dj. Marlia, Marlia Muhammad Arfin Muhammad Salim Muhammad Basri Mustaqimah Mustaqimah Naing, Ince Rezky Rafra, Precilia Supriadin Supriadin Yusmah Yusmah