<![CDATA[Speaking anxiety remains one of the major affective barriers in English as a Foreign Language (EFL) learning. Although numerous studies have investigated this phenomenon, limited research has specifically explored the experiences of advanced English Education students who are preparing to become future English teachers. This study explores the types, causes, and effects of speaking anxiety experienced by seventh-semester English Education students at Universitas Singaperbangsa Karawang. Employing a qualitative descriptive design, data were collected through semi-structured interviews with eight participants and systematic classroom observations. The data were analyzed using thematic analysis following Braun and Clarke (2006). The findings show that students tend to feel moderately to highly anxious, particularly in impromptu speaking tasks or those led by the lecturer. The main causes include fear of making grammatical or pronunciation errors, and limited vocabulary. High anxiety levels were found to negatively affect students’ fluency and self-confidence. However, supportive classroom environments, encouragement, and constructive feedback from lecturers were effective in reducing anxiety and improving speaking performance. The study concludes that fostering emotional support and implementing anxiety-reducing teaching practices are essential for developing students’ oral competence and preparing them to become confident future English teachers.]]>
Copyrights © 2026
