UNVEILING ENGLISH SPEAKING ANXIETY AMONG EFL LEARNERS IN BANDA ACEH

Abstract

Speaking is a crucial skill in English language learning; however, many learners experience anxiety that hinders their performance and participation. Grounded in Foreign Language Anxiety theory, this study aims to explore the types and underlying causes of English-speaking anxiety among tenth-grade students at SMAN 5 Banda Aceh in the 2025/2026 academic year. Employing a qualitative descriptive case study design, data were collected through semi-structured interviews with 14 students identified as experiencing speaking anxiety. The findings reveal three major forms of anxiety: fear of negative evaluation, communication apprehension, and test anxiety, with fear of negative evaluation emerging as the most dominant factor. This suggests that students are particularly concerned about being judged by peers and teachers during speaking activities. Furthermore, several contributing factors were identified, including fear of making mistakes, limited vocabulary, difficulties in pronunciation, and low self-confidence. These factors interact to create a psychological barrier that limits students’ willingness to engage in oral communication. The study concludes that English-speaking anxiety significantly influences students’ classroom participation and overall speaking development. The findings highlight the importance of fostering a supportive and non-threatening classroom environment, where students feel safe to express themselves without fear of judgment. Pedagogical implications include the need for teachers to adopt anxiety-reducing strategies, such as positive feedback, scaffolding techniques, and communicative activities that promote confidence and gradual language development.