A Study on the Levels and Situational Factors of English-Speaking Anxiety among Undergraduate Tesl Students

Authors

  • May May Grace Derioh UNITAR International University
  • Rabiha Maya Adiera Ab Rahim UNITAR International University
  • Dharshini A/P Ganeson UNITAR International University
  • Sarenyaa A/P Rajendram UNITAR International University
  • Vyeshnavi A/P Mohan UNITAR International University

Keywords:

Anxiety, Collaborative Learning, Constructive Feedback

Abstract

This study investigates English-speaking anxiety among TESL undergraduates at UNITAR International University. Using a quantitative approach, data was collected from 100 students through a structured questionnaire. The analysis revealed that oral presentations and unexpected questions were the primary triggers of anxiety, while informal conversations with friends caused the least stress. Findings also showed that self-perceived proficiency significantly influenced anxiety levels, with lower-proficiency students reporting the highest anxiety. Coping strategies most used were preparation and relaxation techniques. The study concludes that supportive teaching strategies, such as rehearsal opportunities, collaborative learning, and constructive feedback, are essential to reduce speaking anxiety and enhance students’ confidence.

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Published

2025-09-25

How to Cite

Derioh, M. M. G., Ab Rahim, R. M. A., A/P Ganeson , D., A/P Rajendram, S., & A/P Mohan, V. (2025). A Study on the Levels and Situational Factors of English-Speaking Anxiety among Undergraduate Tesl Students. International Journal of Academic Research in Progressive Education and Development, 14(3), 2195–2210. Retrieved from https://ijarped.com/index.php/journal/article/view/3810

Issue

Vol. 14 No. 3 (2025): Volume 14, Issue 3 (2025)

Section

Articles