Analyzing levels, factors and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan

Abstract

Proficiency in speaking is essential for effective communication; however, anxiety serves as a significant barrier that negatively impacts oral performance, particularly in EFL contexts. This study addresses this issue by investigating speaking anxiety among English as a Foreign Language (EFL) students in Afghanistan, where limited research exists on the topic. A mixed-method design was employed, involving 120 students. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), while qualitative insights were obtained through structured interviews. The results revealed a moderate level of speaking anxiety, with no significant differences based on gender, language proficiency, or academic year. Qualitative findings indicated that participants experienced anxiety, particularly during their initial year of study, exhibiting symptoms such as shaking, sweating, forgetfulness, negative thoughts, difficulties in recalling words, maintaining eye contact, and concentrating. Contributing factors included low self-confidence, fear of negative evaluation and feedback, limited exposure to authentic English, language proficiency challenges, inadequate linguistic knowledge, difficulty of adapting to a new environment, and cultural influences. To cope with anxiety, students adopted strategies such as engaging with authentic English, utilizing social media, seeking constructive feedback, practicing regularly, speaking aloud, and employing relaxation techniques. The implications of the study provide valuable insights for educators, policy makers, and curriculum designers. The findings could serve as a reference for other countries or institutions that offer EFL programs.

Keywords

• Anxiety
• speaking anxiety
• English language
• English as a Foreign language
• Theories of Learning
• Educational Psychology