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All Journal Journal of Research in English Language Teaching and Linguistics
Zelly Putriani
Flinders University, Australia
Humanities Education Languange, Linguistic, Communication & Media

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The correlation between English learning anxiety and students’ speaking performance Weni Ratnasari; Rizky Yolanda; Zelly Putriani
Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i2.23

Abstract

The interplay between anxiety and speaking performance in English as a Foreign Language (EFL) learners is a critical area of investigation, given its implications for language acquisition and instructional strategies. Anxiety, particularly in oral communication, has been identified as a major psychological barrier that hampers learners’ confidence, fluency, and participation, thereby affecting both immediate performance and long-term language development. Although existing research underscores the negative impact of language anxiety, there is a notable gap in empirical studies that directly correlate anxiety levels with standardized speaking performance scores within classroom settings, especially among non-native English learners. This study aims to examine the relationship between English learning anxiety and students’ speaking proficiency, utilizing validated anxiety scales and performance assessments to quantify this connection. Employing a correlational research design, the study involved 48 undergraduate students enrolled in an English language program at an Indonesian university, divided into high- and low-anxiety groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Data collection involved administering the FLCAS and evaluating speaking performance through a standardized rubric aligned with the Common European Framework of Reference (CEFR). The collected data were analyzed using statistical methods to determine the strength and direction of the relationship between anxiety levels and speaking scores. Key findings reveal a significant inverse correlation: students with higher anxiety levels consistently demonstrated lower speaking performance, while those with lower anxiety performed better. These results underscore the detrimental role of anxiety in oral language production and suggest that reducing affective barriers can enhance learners’ speaking proficiency. The study implies that language educators should incorporate anxiety-reduction strategies into their pedagogy, fostering supportive environments that encourage participation and boost confidence, ultimately improving language acquisition outcomes.
The effect of task-based learning on students’ English-speaking fluency Rizky Yolanda; Weni Ratnasari; Muhammad Ari Saputra; Zelly Putriani
Journal of Research in English Language Teaching and Linguistics Vol 1 No 2 (2025): December 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i2.24

Abstract

This study underscores the critical importance of developing speaking fluency in English language learners, as fluency is central to effective communication in real-world contexts. Despite extensive research on language proficiency, there remains a gap in systematically understanding how instructional approaches, specifically Task-Based Learning (TBL), influence measurable aspects of speaking fluency such as speech rate, pauses, and utterance length. Current pedagogical practices often conflate fluency with general speaking ability without isolating its distinct features, thereby limiting targeted instructional strategies. The primary aim of this research is to evaluate the effectiveness of TBL in enhancing English-speaking fluency among undergraduate students. Employing a quasi-experimental design, the study involved 63 participants enrolled in an English education program, divided into experimental and control groups. Data were collected through pre- and post-intervention oral tests, which included picture descriptions and role-play scenarios, recorded and analyzed for fluency indicators using established rubrics. Data analysis involved comparative statistical procedures to assess differences in fluency measures between groups and over time. Key findings demonstrate that students who engaged with TBL exhibited significant improvements in speech rate, utterance length, and reduced hesitation, indicating enhanced fluency. The results reinforce that TBL's emphasis on authentic, communicative tasks facilitates more spontaneous, fluid speech. Implications suggest that incorporating structured, task-based activities into language curricula can effectively promote measurable fluency gains and foster learner confidence and motivation. The study advocates for the integration of fluency-specific assessment tools in language teaching, and recommends future research to explore the long-term effects of TBL on oral proficiency, thereby contributing to more targeted and effective language instruction methodologies.
Co-Authors Muhammad Ari Saputra Rizky Yolanda Rizky Yolanda Weni Ratnasari