Speaking Exam AnxietyAmong Undergraduate Students

Abstract

The current study investigates the causes contributing to speaking anxiety among undergraduate students and the strategies used by the students to decrease this anxiety, particularly during exams. To get a look with an in-depth focus, a qualitative research approach was used. To collect qualitative data a random sampling technique was used, 7 students were interviewed. A quantitative method was also employed, 87 questionnaires with close-ended questions were distributed and analyzed quantitively. Means and standard deviation were calculated, and results that emerged from students’ questionnaires were fully supported by interview results.

Findings revealed several causes of anxiety during the oral speaking exam: the number of rules needed when speaking, lack of practice and confidence, fear of negative evaluation, and teachers’style. In this respect, effective teaching/ learning strategies for foreign languages are some of the possible solutions that have a vital role to reduce anxiety among undergraduate students. The researcher suggests that speaking should be taught with more practice focus. Thus, professionally highly qualified teachers play a determining role in using anxiety reduction strategies. Likewise, EFL learners have extra opportunities to practice English in and outside of the classroom, they are extremely concerned with raising high self-esteem.