A STUDY ON SPEAKING ANXIETY OF SENIOR STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE LEARNING AT HANOI METROPOLITAN UNIVERSITY, VIETNAM
DOI:
https://doi.org/10.51453/2354-1431/2024/1210Keywords:
anxiety, learners, speaking skills, speaking anxiety, challengesAbstract
Speaking anxiety in English language learning remains a significant barrier to academic achievement and professional development, particularly among non-native speakers in higher education. This study investigates the psychological factors affecting English-speaking competence among senior English majors at Hanoi Metropolitan University during the 2023-2024 academic year. The research aims to identify the primary sources of speaking anxiety and develop effective interventions to enhance students' oral proficiency and self-confidence. The study employed a mixed-methods approach, combining quantitative surveys using the Foreign Language Classroom Anxiety Scale (FLCAS) with qualitative semi-structured interviews. A sample of 150 senior English majors participated in the survey, with 20 students selected for in-depth interviews to explore their experiences with speaking anxiety. Findings revealed that fear of negative evaluation, limited vocabulary, and insufficient speaking practice were the predominant factors contributing to anxiety. Additionally, cultural aspects, such as face-saving concerns and perfectionist tendencies, significantly impacted students' willingness to communicate. The study demonstrated that implementing targeted interventions, including small-group discussions, regular speaking practice sessions, and anxiety management workshops, led to measurable improvements in students' speaking confidence and performance. These findings provide valuable insights for educators to develop more effective teaching strategies and support systems that address the psychological barriers in English language acquisition.
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