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All Journal Journal on English as a Foreign Language (JEFL) LET: Linguistics, Literature and English Teaching Journal Journal of English Language Teaching Innovations and Materials (Jeltim) Jurnal Karinov Journal of English Teaching and Applied Linguistics (JETAL) EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran EBONY JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Norahmi, Maida
University of Palangka Raya
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Student Speaking Anxiety, Causal Factors, and Recommendations: A Mixed Methods Research Norahmi, Maida; Aristia, Cendikia Flory; Mairing, Jackson Pasini
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5754

Abstract

This study aims to analyze the level of speaking anxiety and factors causing it, as well as solutions based on students' perspectives at each level of anxiety. Using a mixed-methods research design with an explanatory sequential approach, quantitative data were collected through the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) from 288 English Language Education students in batches of 2022, 2023, and 2024 at a public university in Palangka Raya. In-depth interviews, students were selected based on FLSAQ scores to represent high, medium, and low anxiety levels. Quantitative results showed that the majority of students were at a moderate level of anxiety (56.8%), while 18.3% showed high anxiety and 24.9% low. The results also showed that there were no significant differences in anxiety scores based on year of entry or class. Qualitative results showed students with high and medium anxiety experienced anxiety due to language competence (vocabulary and grammar), lack of speaking opportunities, negative experiences from the environment, and lack of preparation and confidence. Students with low anxiety generally have more active exposure to and use of English and better self-management strategies. The solutions that students expect include material preparation, independent practice, a supportive classroom atmosphere, and structured teaching strategies.
Co-Authors Akhmad Fauzan Alivi, Justsinta Sindi Aristia, Cendikia Flory Bahing Bahing, Bahing Dellis Pratika, Dellis Emeral Erma Sujiyani Erma Sujiyani, Erma Fauziyah, Rahima Annisa Hayati, Sifa Jackson Pasini Mairing, Jackson Pasini Jayanti, Fernandita Gusweni Joyanaku, Zico Oktavino Khodijah, Fadila Umi Lesly Martha Cecylia Meka Maria Arina Luardini Muliani, Septha Munawarah, Siti Natalina Asi Natalina Asi, Natalina Novika Amalia Olga Dona Retsi Rahman, Erwan Richard Ferry Nugraha Risman Wanci Ristati, Ristati Sudana, I Nyoman Trio Satyo Sulamit Syeba Susanty Susanty Susanty, Susanty Utami, Imelda Putri Wiwik Mardiana Yulitriana