EXPLORING CLASSROOM ENGLISH-SPEAKING ANXIETY: PERSPECTIVES OF ENGLISH NON-MAJORED STUDENTS

Ngo Huynh Thuy Vi, Thai Cong Dan, Thai Phan Bao Han

Abstract


This study examined the factors contributing to English-speaking anxiety among non-English major students at Can Tho University (CTU), Vietnam, and explored how this anxiety impacted their learning experiences. In addition, the research investigated the coping strategies these students employed to overcome such challenges. With English proficiency becoming increasingly vital in both academic and professional contexts, understanding the root causes of speaking anxiety and identifying effective coping mechanisms are crucial for enhancing students' language learning outcomes. The study involved 200 non-English major students at CTU and employed a mixed-methods approach to collect data, combining both quantitative and qualitative insights. Quantitative data were gathered using a Likert-scale survey, which measured anxiety levels and contributing factors. Qualitative data were obtained through interviews and student feedback, providing a deeper understanding of their experiences and coping strategies. The findings revealed that English-speaking anxiety stemmed from three primary sources: individual factors, language-related challenges, and environmental influences. The study also identified three key consequences of this anxiety: social withdrawal, psychological distress, and physical reactions. In response, students implemented various strategies to manage and reduce anxiety, such as seeking feedback from teachers and peers, cultivating a supportive environment, engaging in regular speaking practice, and participating in psychological training activities. These findings offer valuable insights for improving the English-speaking skills of non-English major students at CTU by highlighting ways to manage anxiety and enhance the language learning experience.

 

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Keywords


English-speaking anxiety, coping strategies, non-English major students, Mixed-methods approach, Language learning outcomes, Can Tho University

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References


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DOI: http://dx.doi.org/10.46827/ejals.v8i2.592

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