International Research Journal of Humanities, Language and Literature Vol. 3, Issue 5, May 2016 IF- 3.558 ISSN: (2394-1642)
© Associated Asia Research Foundation (AARF) Publication
Website: www.aarf.asiaEmail : editor@aarf.asia , editoraarf@gmail.com
EFFECTS OF SPEECH ANXIETY ON EFL LEARNERS IN JAZAN
UNIVERSITY: AN INVESTIGATIVE STUDY
Dr. Reji George
English Department, Jazan University, K.S.A.
Priya Rajan
English Department, Jazan University, K.S.A.
ABSTRACT
The present study is an attempt to identify the sources of speech anxiety among EFL learners of
Saudi Arabia and to what extent anxiety can affect learning outcome. Tremendous efforts have
been taken to improve the communicative ability of the learners of K.S.A., still their proficiency
level remains inadequate and below expectation. Various studies and the researchers own
experience with the Arab learners for more than a decade, prove that the primary sources of
language anxiety arose from three main components such as hesitation of public speaking
situations, prediction of poor self-performance and the fear of negative evaluation. The study
also suggests the use of EFL strategies in order to bring about optimistic attitudes among the
learners. Communication strategies is an indispensable part of successful language learning.
Keywords: Speech Anxiety, EFL learners, speech fright, communicative skills
1. Introduction: Of all the languages in the world today, English deserves to be regarded as the
most widely spoken language. One person out of every four on Earth can be reached through
English. Oral work is the basis of language learning. Second language anxiety has a debilitating
effect on the oral performance of the learners. A student of language, who is good at oral work,
“people should not only understand English when it is spoken or written, but also that he should
himself be able to speak and write it.”
Although English is the most widely spoken tongue, the effects of anxiety on learning
English as a foreign language continues to exist. Tremendous efforts have been taken in order to
improve teaching methods and techniques in second or foreign language classroom, yet speech
anxiety is an increasing problem among the university students. Speech anxiety is one of the
worst obstacles that prevents the learner from speaking spontaneously and freely. It can have
profound consequences on language learning process because a number of college and university
campuses are introducing public speaking requirements. Today, “English is the nucleus of
worldwide progress. It is the canvas on which we paint our success.” G. Chitra [2] Public
Speaking requirements is almost indispensable in today‟s world. However, most educational
institutions lay more emphasis on writing than on speaking; the textbooks do not generally
contain exercise for oral practice. As a result, most students graduate and leave the universities
without being able to speak a sentence without hesitation or do the other language functions
needed for everyday survival.
According to Tsui [5] It is not uncommon for second language learners to hesitate and to
feel shy in ESL/EFL classes. Hesitation and shyness result from lack of English language
proficiency. Learning a second language is not as natural to us as it is to the native speaker. The
native speaker of English has imbibed the language with his mother‟s milk. Learning English is
essentially a deliberate effort for a second language learner. Exposure to the language is one of
the most significant factors contributing to oral fluency.
Concepts of Speech Anxiety
„Speech fright‟ or communication fears to participate in oral discussions is called Speech
anxiety. It is a psychological construct. According to Brydon and Scott [6] “Speech anxiety
refers to the feelings of discomfort that people experience before or during speaking in public.”
Speech anxiety has been found to be one of the most prevalent fears among EFL learners. Some
other researchers describe the term „speech anxiety‟ as stage fright, shyness, nervousness, fear,
public speaking anxiety and audience anxiety. Fremouw and Breitenstein [7] have also defined it
interpreted as social anxiety. Learners who suffer from speech anxiety often prefer to avoid
public speaking situations.
Spielberger, Gorsuch and Lushene [8] discovers that there are two types of anxiety
concepts: state anxiety and trait anxiety. State anxiety is “a transitory emotional state or
condition of the human organism that is characterized by subjective, consciously perceived
feelings of tension and apprehension and heightened automatic nervous system activity.” Trait
anxiety “is very stable and maybe defined as relatively stable individual differences in anxiety
proneness; difference between people in the tendency to respond to situations perceived as
threatening with elevations of state anxiety intensity.”
Public speaking anxiety falls under the category of state anxiety and it varies in intensity
from person to person and can be changed over time. Speech anxiety can be reduced through
repeated exposure to audiences. Finn Sawyer and Schrodt [9] develops similar views in their
studies.
Further, Horwitz [15] is of the opinion that language anxiety is associated with state
anxiety that is specific to foreign language learning. Foreign language anxiety is a unique type of
anxiety. It affects negatively on language learning and learners often have uncomfortable
experiences in EFL classes.
Sources of Anxiety
Others researches [10,11] have proved that speech anxiety or fear of public speaking is
one of the prevalent fears among language learners. Identifying the sources of this fear and to
what extent anxiety negatively affects language learning is a question still to be answered. The
primary sources of foreign language anxiety can be categorized into three main components: fear
of public speaking situations, prediction of poor self- performance and fear of negative
evaluation. Public speaking anxiety is the anxiety experienced when speaking or listening to
other individuals. Prediction of poor self-performance is a kind of anticipatory anxiety before
making a speech. It often leads to increased automatic activity such as increased heart rate and
galvanic skin response. Many students are afraid of being evaluated negatively. It is an anxiety
associated with the learner‟s perception of how other onlookers may negatively view their
In addition, language anxiety is also intricately intertwined with other individual
differences like personality traits, emotion and motivation. Mac Intyre and Charos [12] revealed
in their study that introversion and extroversion are some of the personality traits that arouse
anxiety. Brown, Robson and Rosenkjar, [13] further claimed that introverts are more likely to be
anxious than extroverts. Introverts often prefer to engage themselves in individual work rather
than group work, so they tend to become anxious if they are exposed to communication-oriented
settings. On the other hand, extroverts feel uncomfortable if they are asked to work on their own.
Gregersen and Horwitz [14] recognized that perfectionist tendencies is also one of the main
causes of language anxiety. Evidences show that the desire to be „right‟, make language learning
unpleasant and the learners are seldom satisfied with their accomplishments. The concept of
anxiety is also closely associated with attitudes and motivation in language learning.
Anxiety and learning outcomes
Language anxiety is one of the strong indicators of learner‟s academic performance. Anxiety can have profound effects on student‟s confidence, self-esteem and level of
participation. Horwitz, M. and Cope [15] are of the opinion that nearly one-third of foreign
language learners experience language anxiety and are less successful academically.
Self-confidence and proficiency plays an important role in classroom performance. Horwitz, M. and
Cope [15] further claimed that learners are comparatively comfortable in reading, writing and
answering drill questions, but froze when public speaking is required. Speech accuracy and
spontaneity in speech is often interrupted by the „freezing‟ up moments. Eysenck [16]
investigated that performance efficiency and processing effectiveness is paralyzed when anxiety
comes into play. Chao [17] further revealed that there is a significant relationship between
language anxiety and emotional intelligence skills. In addition, Sellers [18] found that highly
anxious learners tend to be distracted by interfering thoughts and are less able to focus on the
task. A good deal of research concerning speech anxiety and achievement prove that there is a
correlation of second language anxiety with L2 achievement.
High levels of language anxiety is always associated with low levels of academic
performance. Spinner [19] claims that individuals that have low anxiety, do significantly better
in classroom performance than those with high levels of anxiety. Learners with higher language
anxiety have the tendency to avoid public speaking situation more often than less anxious
to self-edit and identify language errors. Their attention and their ability to concentrate are
hampered due to high levels of anxiety.
Eysenck [16] remarks that, foreign language anxiety can have adverse threatening effects
on learner‟s performance. Highly anxious individuals often fail to bring out the best in them
because their attention and their ability to concentrate are hampered due to high levels of anxiety.
The findings of a large body of researches [4, 21, 22] concerning speech anxiety and
achievement prove that there is a consistent moderate negative relationship between anxiety and
proficiency. These findings highlight the necessity to depart from examination centered teaching
approaches and to find ways of exposing learners to language. Teachers need to use interactive
approaches where the learners are participants (not passive listeners) in an ongoing exchange e.g.
in dialogue, group discussions or debate. These strategies would enhance the learner in reducing
speech anxiety and increasing their academic achievement.
2. Related Literature on Speech Anxiety
Speech anxiety can be attributed to several factors. Young [26] identified interrelated
potential sources of language anxiety from three aspects: the learners, the teacher and
instructional practice. He claims that language anxiety is caused by (a) individual and
intrapersonal anxiety (b) learner‟s attitudes towards language learning, (c) instructor‟s beliefs
about language teaching, (d) instructor-learner interactions, (e) classroom procedures and (f)
language analysis based on developed tools.
Other researchers [4,23,24] argue that in context of foreign language learning, learner‟s
may sense anxiousness due to problems related to communication apprehension (e.g. difficulty in
understanding the teacher‟s directions), negative evaluation (e.g. distress of correction and fear
of committing mistakes) and a general feeling of anxiety (e.g. fear of failing in class).
Language learning professionals unanimously argue that the existence of learning anxiety
among students can have a negative impression on their learning outcomes. Onwegbuzie et.al
[27] believe that language-learning anxiety can influence their learning in general and their
influence of speech in particular. Similarly, Kondo and Ling [25] hold the view that learners who
feel anxious may have problems such as reduced word production and difficulty in
influence on individual‟s perceived competence, which will in turn negatively affect their
willingness to communicate in language classroom.
3. The Problem of the Study
English as a subject in university curriculum is given great importance by the authorities
in K.S.A. However, it is rather sad to note that the study of English as a foreign language is in a
chaotic state today. Majority of the EFL learners seem to learn English only as a means of
passing in the examination. Therefore, the development of communicative skills is often put
aside. As a result, conversational English seldom heard in the Departments of Foreign Language,
Jazan University. The researchers noticed that majority of EFL learners experience varying
degrees of anxiety when asked to express their views in English. Due to examination-centered
approaches, most of the students are poor in oral skills. Therefore, the researchers wish to focus on anxiety as one of the main factors that hinder students‟ performance in an EFL classroom.
Second language learning is often considered as a knowledge subject that has to be
analyzed, explained and practiced in the same way as other subjects. In short, the teachers
translate the text into mother tongue, dictate the question and answers and the entire emphasis is
on passing the examination through the magic wand of cramming. The students‟ communicative
skills are totally ignored. The teacher and the students do their work keeping the examination
system in view. The oral part is taught mostly in reading and reciting activities. However, EFL
learners feel anxious when using English in real life situations.
Although anxiety seems to be major issue among EFL learners, there are no effective
strategies to help the learners decrease anxiety levels and to achieve oral fluency. The present
study tries to measure the anxiety levels and to what extent does this hider the language
proficiency of EFL learners. This diagnostic study may enable the language instructor to
understand the language level and proficiency of her students.
4. Objectives of the Study
The present study aims at investigating the issue of speech anxiety from the EFL learner‟s
perspectives. This study, specifically, looks into the causes of speech anxiety, as expressed by
the learner‟s standpoint and factors that can minimize their speech anxiety.
(i) to investigate how speech anxiety affect EFL learners in their language learning
process,
(ii) to find difference in correlation with speech anxiety and language comprehension,
(iii) to figure out most probable factors that cause speech anxiety,
(iv) methods to minimize speech anxiety.
5. Methodology
This study aims at providing an insight into the phenomenon of speech anxiety from the
perspective of EFL learners. The survey was conducted with 147 undergraduate students from
the Department of English, Jazan University. The respondents had similar levels of proficiency
and academic achievements. They belonged to levels two, four, six and eight of English graduate
studies. The participants of the study were all in the age group of 19 to 23 years. (Mean =
21.027; SD = 1.14)
Instruments: Participants completed two types of questionnaires; a 23 – item version speech
anxiety inventory. The 23-item version Speech Anxiety Thoughts Inventory (SATI) that assess
the negative self-statements related to public speaking. It is developed Cho, Smits and Telch[11],
to assess the cognitive features associated with speech anxiety. Thirteen items in the first factor
reflected “prediction of poor performance”. Ten items in the second factor reflected “fear of negative evaluation by audience.”
Tools:
1. Study 1: Speech Anxiety Thoughts Inventory (SATI) developed by Cho, Smits and
Telch
2. Study 2: Personal Report of Communication Apprehension (PRCA - 24) developed by
James C. McCroskey
Study 1
The objectives of the study (a) to understand the comprehension apprehension of EFL learners
while speaking in English and using English for day-to-day situations, (b) to measure anxiety
Results of the Inventory:
One hundred and forty-seven graduate level English students (all female) from Jazan University,
Jazan completed a preliminary 23 – item version of the scale. Participants range in age from
19-23 with a mean of 21.027 years (SD = 1.14). The ethnic background consisted solely a sample of
Saudi English learners. Participants received a partial credit for the participation.
Result of Speech Anxiety Thoughts Inventory (SATI) are displayed in the table below:
N No. of
Questio
ns
No. of
Question
answered
Strongly
Agree
%
Agree% Undecided% Disagree% Strongly
Disagree%
147 23 3381 37.4% 24% 2.8% 18.8% 17%
From the sample of 147 EFL learners, 37.4% strongly agree that they do suffer from speech
anxiety, especially when they face a big group or attend meetings. They might be comfortable in
using L1 but use L2 create a negative capacity to erode the self-confidence in the learners. 24%
agree that they too suffer from speech anxiety but not as severe as the first group. Inwardly, the
learners are confident of themselves but they are apprehensive of the outcome or about the
reaction of the audience. About 18.8% disagree and 17% strongly disagree that they suffer from
speech anxiety but chances are prevalent and shows that this minority is too concerned about the
English language and effect they can bring in the audience.
Study 2
Interpretation of the scores:
To determine your anxiety level, compute the following formulas. The higher your score, the
more significant your level of anxiety.
Findings
Result of Personal Report of Communication Apprehension (PRCA - 24) are displayed in
N No. of
Questio
ns
No. of
Question
answered
Strongly
Agree
%
Agree% Undecided% Disagree% Strongly
Disagree%
147 24 3528 43.5% 23.2% 3.42% 18.48% 11.4%
The researchers strongly affirm that prediction of poor performance affects their participation in
public speaking. The results show that 43.5% percent of the respondents are anxious about
negative evaluation. Communicating in English is difficult and may create a negative impact on
the psychological level of the students. They feel uncomfortable about expressing their opinion
in a group discussion session. About 23.2% agree that they are concerned about gatherings and
casual meetings but try to remain relaxed if they are passive listeners. Both groups inwardly
admit that they are far from being relaxed and positive during these confrontations with the
public. Both 18.48% and 11.4% affirm that they do not have qualms in confronting the public
with speeches and meetings but they confirm the fact that they are inconsistent about their fears
and capacities when dealing with similar situation.
Correlation of Mean and SD between SATI and PRCA-24
Comparison of the indicators marked by the learners to distinguish the difference in the
results between inventories: Speech Anxiety Thoughts Inventory (SATI) and Personal
Report of Communication Apprehension (PRCA-24)
Items Mean
(SATI)
SD
(SATI)
Mean
(PRCA)
SD
(PRCA)
CR LS
Item 1 – 5 23.8 26 25.8 26 1.03
p<0.05
Item 6 – 10 31.12 21 30.1 21.6 1.06
Item 11 – 15 30.2 20.3 31.2 20.3 0.967
Item 16 – 20 33.3 20.8 34.6 21.3 0.987
Item 21 – 23 (24) 25.8 17.8 25.87 17.78 1
The main purpose of this table is to find out the level of significance between the two
inventories: SATI and PRCA. As the table shows, in comparison to the means and standard
deviation, the critical ratio is not significant at p<0.05 level. This shows that the relation between
speech anxiety and communication apprehension is closely related with EFL learners. In order,
to achieve full mastery of the second language, it is vital that instructors focus on the mental
capacity of the learners than focusing on the methodology of the subject.
6. Conclusion and Recommendations
Acquiring improved speaking fluency is a very common and highly ranked goal among learners
of English. Teaching English in the G.C.C. countries is indeed a challenge. The issues that
directly related to the weakness of the learners in communication is very crucial. Instructors play
a vital role in the teaching-learning process. As there is hardly any chance for natural interaction,
the students have difficulty in expressing themselves spontaneously. Yet, the present situation
can be improved if the learners are ambitious and goal-oriented.
Pointers for EFL instructors:
The psychology of „readiness‟ plays an important role in managing anxiety to an extent.
Mind influences the manner in which we speak. It would be appropriate to bring about an
optimistic attitude, when dealing with a speech class. Well-preparedness in advance would
boost positivity in learners and eliminate negative self-talk and insufficient experience.
The physiological elevation of senses is either positive or negative. It is the learner‟s perception of reality. If they are able to have an upper hand (e.g. a pleasant experience) of the
immediate situation, they will contribute to the speech class (however difficult it might be) in
a positive way.
Giving ample time for preparation and practice for speech minimizes uncertainty, excessive
turmoil of the mind and anxiety. The instructor could develop strategies that can pose great
of practice for the learners.
Insufficient exposure to language learning can influence the mindset of an EFL learner. It is vital that learners should be aware of the opportunities that one may get in contact with a
native speaker of English. Modern technology can be effective in minimizing speech anxiety.
Most common source of speech anxiety is setting of unrealistic goals for EFL learners. In
Task-based teaching approaches should be adopted. The instructor should take a step back
while instructing students about speech. Building slow and realistic goals would inspire
confidence in the learners.
Acknowledgement
The inventories (SATI and PRCA – 24) taken for this study is been developed by Cho Y., J. A.
Smits, M. J. Telch and James C. McCroskey respectively. We thankfully acknowledge their
contribution in our study.
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