EXPLORING UNIVERSITY STUDENTS’ PERCEPTION OF FOREIGN LANGUAGE SPEAKING ANXIETY IN EFL CLASSROOMS

Abstract

This qualitative study explores university students’ perceptions of Foreign Language Speaking
Anxiety (FLSA) in English as a Foreign Language (EFL) classrooms. Data were collected through
interviews with 15 students enrolled in English preparatory courses at levels 5 and 6 at a private university
in the Mekong Delta, Vietnam. Findings reveal that FLSA, driven by fear of evaluation, negative selfassessment, and competitive pressure, significantly reduces students’ confidence and motivation. Limited
practice opportunities in high-stakes environments exacerbate anxiety, hindering communication skill
development. Students suggest supportive, low-pressure settings to enhance engagement. The study
recommends inclusive strategies, such as ungraded practice sessions and teacher training, to foster
speaking confidence.