Language Anxiety as a Perceived Central Factor in ESL Speaking Difficulties: A Mixed-Methods Study of Low-Proficiency Undergraduates
Abstract
This study, grounded in a mixed-methods framework, examines the hindrances affecting the speaking skills of low-proficiency ESL undergraduates at a public university, with a specific focus on the perceived role of language anxiety. The study collected quantitative data by using a well-structured questionnaire, whereas qualitative insights were captured through semi-structured interviews to examine learners’ reported classroom experiences. Speaking proficiency has long been a persistent challenge, given its importance for English as a Second Language (ESL) learners, who need extended exposure yet have limited opportunities within formal language instruction, particularly in non-Anglophone higher education contexts. Descriptive statistical analysis indicated that psychological factors, especially presentation anxiety, fear of making mistakes, and low speaking self-confidence, were reported as key barriers alongside classroom-related and linguistic challenges. The thematic analysis of the interview data further suggested that English-only instructional approaches, teacher-dominated pedagogical practices, linguistic insecurity, and crowded classrooms were perceived to heighten learners’ anxiety and reduce their readiness or willingness to communicate. From a pedagogical perspective, the current study highlights the significance of affectively sensitive teaching strategies, including carefully scaffolded collaborative interaction, helpful feedback, and flexible language use, for developing communicative self-confidence.
- ow-proficiency ESL undergraduates reported multiple speaking barriers.
- Anxiety, fear of mistakes, and low confidence were the strongest barriers.
- Linguistic insecurity and classroom pressures reduced willingness to speak.
- English-only teaching and crowded classes were linked to higher anxiety.
- Scaffolded, supportive teaching may improve speaking confidence.
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https://doi.org/10.36923/jicc.v26i2.1457
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Copyright (c) 2026 Misbah Shahid, Muhammad Zammad Aslam, Rabia Mahmood, Shaidatul Akma Adi Kasuma
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