Keywords
EFL
first-year students
foreign language
How to Cite
Abstract
Speaking anxiety is a pervasive barrier to oral participation and fluency development among first-year English as a Foreign Language (EFL) learners. This mixed-methods study investigated the causes, effects, and potential reduction strategies for speaking anxiety among 30 first-year university students. Quantitative data were collected using an adapted Foreign Language Classroom Anxiety Scale (FLCAS), and qualitative data were gathered through open-ended questions. Results indicate that fear of negative evaluation, low vocabulary mastery, and teacher correction practices constitute primary causes of anxiety. Effects include classroom silence, reduced participation, and avoidance of speaking tasks. Findings support Krashen’s Affective Filter Hypothesis and align with Horwitz et al.’s conceptualization of foreign language anxiety. Practical recommendations include pair work, positive feedback, and supportive classroom environments. Limitations and future research directions are discussed.References
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