EXAMINING THE IMPACT OF FOREIGN LANGUAGE ANXIETY ON SPEAKING PROFICIENCY AMONG UNDERGRADUATE EFL LEARNERS

Abstract

Foreign language anxiety is widely recognized as an affective barrier that can hinder the development of speaking proficiency among undergraduate EFL learners. Despite extensive research linking anxiety to general academic achievement, researchers have paid insufficient attention to how its individual dimensions relate to observable components of oral performance in higher education. To address this gap, the study assessed the relationship between anxiety and speaking proficiency, with particular emphasis on communication apprehension, fear of negative evaluation, and test-related anxiety. It also examined associations with fluency, pronunciation, grammatical accuracy, vocabulary use, and interactional ability. The study used a quantitative correlational design, and researchers recruited participants from undergraduate English programs through stratified random sampling. Data were collected using an adapted and validated anxiety scale alongside a structured oral assessment scored with an analytical rubric. Descriptive statistics described participants’ anxiety and proficiency levels, while Pearson correlation analysis assessed the direction and strength of relationships among variables. Multiple regression analysis identified the anxiety dimensions that predicted oral performance. The results highlighted the relevance of affective barriers to learners’ confidence, classroom engagement, and ability to express ideas effectively in academic settings. By linking distinct anxiety dimensions with measurable features of spoken performance, the research advances understanding of the affective influences on second-language learning. The evidence also provides a basis for designing supportive classroom environments, low-pressure oral tasks, and targeted instructional practices that encourage confidence and sustained participation.