Investigating Speaking Anxiety Among English Language Learners (Ells) At The University Level. A Survey Study

Abstract

This study examines the speaking anxiety faced by English Language Learners (ELLs) at the university level. The study focused on psychological, linguistic, and social barriers. The quantitative method was used with a survey-based approach. Data were collected from 114 students through a structured questionnaire via WhatsApp. Results are presented in Pie charts. The findings of this study reveal that anxiety is primarily caused by past negative experiences, vocabulary limitations, and difficulties during spontaneous speaking tasks. External factors such as a harsh classroom environment, lack of speaking practice, and social pressure to speak perfectly contribute further to speaking anxiety, and the speaking anxiety negatively impacts students' grades, leading them to avoid answers even when they know the answer. Despite these challenges, students employ strategies such as technology-assisted learning and prioritized fluency over perfection. The study emphasizes the need for pedagogical interventions to reduce anxiety and improve speaking skills in ELLs. This study offers practical recommendations for educators and policymakers.

Keywords: Speaking Anxiety, ELLs, Language Learning Strategies.