Exploring anxiety among english learners: A comprehensive literature review

Megala Rajendran; Vaishnavi Srinivasan; Ajit Ilangovan; Anand Binod Singh; Mamadjanova Zukhra Bakhromdjanovna

doi:10.31893/multirev.2025270

Keywords:

Abstract

This article presents a comprehensive review of the factors contributing to speaking anxiety among English learners and explores strategies to alleviate such anxiety. Speaking anxiety is identified as a major barrier to effective language acquisition, with learners often exhibiting moderate to high levels of anxiety when speaking. Contributing factors to this anxiety include low self-confidence, fear of negative evaluation, communication apprehension, and inadequate classroom management. Additionally, learners’ limited vocabulary, language proficiency, performance pressures, and cognitive and affective factors further exacerbate anxiety during speaking activities.The review emphasizes the importance of creating a supportive learning environment that encourages students to participate without fear of judgment. By fostering a classroom culture of respect and open communication, learners can feel more at ease while practicing their speaking skills. Gradual exposure to speaking tasks is another key strategy, where learners start with simpler, low-stakes activities and progressively tackle more complex tasks as their confidence grows. This step-by-step approach helps to reduce anxiety over time. Encouraging real-life practices, such as task-based learning or discussing everyday topics, further enhances the relevance of speaking tasks, allowing learners to connect language use with real-world situations. The use of technology also provides learners with low-pressure environments to practice and improve their speaking skills and offer opportunities for self-paced practice, contributing to a reduction in anxiety. This review highlights the significance of addressing speaking anxiety to improve English language learning outcomes. This review offers valuable insights for educators, researchers, and policymakers in developing targeted interventions to mitigate speaking anxiety and enhance speaking skills. By understanding the root causes and implementing effective strategies, language instructors can help learners overcome their fears, build communicative competence, and achieve long-term success in English language acquisition.
References
1. Ahmad Al-Khotaba, H. H., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 10. https://dx.doi.org/10.24093/awej/vol10no4.23
2. Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145-159. https://doi.org/10.6018//ijes/2018/2/323311
3. Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 1-32. https://doi.org/10.1080/09588221.2020.1770293
4. Ceneciro, N. C., Estoque, N. M. R., & Chavez, N. J. V. (2023). Analysis of debate skills to the learners’ confidence and anxiety in the use of the English language in academic engagements. Journal of Namibian Studies History Politics Culture, 33, 4544–4569. https://doi.org/10.59670/jns.v33i.2812
5. Charoensukmongkol, P. (2019). The role of mindfulness in reducing English language anxiety among Thai college students. International Journal of Bilingual Education and Bilingualism, 22(4), 414-427. https://doi.org/10.1080/13670050.2016.1264359
6. Cheng, Y. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
7. Chen, M. R. A., & Hwang, G. J. (2020). Effects of a concept mapping based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834. https://doi.org/10.1111/bjet.12887
8. Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. Tesol Quarterly, 52(3), 611-633. https://doi.org/10.1002/tesq.455
9. Daflizar, D. (2024). Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender. Journal of Languages and Language Teaching, 12(1), 240. https://doi.org/10.33394/jollt.v12i1.9342
10. Damayanti, M. E., & Listyani, L. (2020). An Analysis Of Students’speaking Anxiety In Academic Speaking Class. Eltr Journal, 4(2), 152-170. https://doi.org/10.37147/eltr.v4i2.70
11. Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors contributing to speaking anxiety: a case study of pre-service English teachers. Journal of Educational Sciences, 3(3), 412-422. https://doi.org/10.31258/jes.3.3.p.412-422
12. Dewaele, J., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161
13. Djahimo, S., Bili Bora, D., & Huan, E. (2018). Student anxiety and their speaking performance: teaching EFL to Indonesian student. International Journal of Social Sciences and Humanities, 2(3), 187-195. https://doi.org/10.29332/ijssh.v2n3.235
14. Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8-27. https://doi.org/10125/44643
15. Gregersen, T., & Horwitz, E. K. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. The Modern Language Journal, 86(4), 562–570. http://www.jstor.org/stable/1192725
16. Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The Motion of Emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574–588. https://www.jstor.org/stable/43649903
17. Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230-239. https://doi.org/10.24815/siele.v5i2.10932
18. Handayani, T., Rozimela, Y., & Fatimah, S. (2020). An Analysis of English-Speaking Anxiety Experienced by the Second Year Students of English Language and Literature Department of Universitas Negeri Padang and Its Causal Factors. Journal of English Language Teaching, 9(3), 580-592.
19. Hassan, J., Kamarulzaman, L. M., & Ghani, M. T. A. (2019). Reducing Speaking Anxiety Through Short Movie Assignment. Asian People Journal (APJ), 2(2), 52-57. https://journal.unisza.edu.my/apj/index.php/apj/article/view/126
20. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317
21. Hussain, S. Q., Akhtar, N., Shabbir, N., Aslam, N., & Arshad, S. (2021). Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students. Humanities & Social Sciences Reviews, 9(3), 579-59. https://doi.org/10.18510/hssr.2021.9358
22. Kalra, R., & Siribud, S. (2020). Public speaking anxiety in the Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 195-209. https://doi.org/10.26737/jetl.v7i1.2741
23. Kershaw, G. (2002). Teaching and learning in the language classroom. ELT Journal, 56(3), 337–341. https://doi.org/10.1093/elt/56.3.337
24. Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258-269. https://doi.org/10.1093/elt/58.3.258
25. Lee, J. S., & Lee, K. (2020). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813-833. https://doi.org/10.1177/1362168819831408
26. MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534.
27. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
28. MacIntyre, P. D., & Gardner, R. C. (1994). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17.
29. MacIntyre, P. D., Dornyei, Z., Clement, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545. https://doi.org/10.2307/330224
30. Mahdalena, M., & Muslem, A. (2021). An Analysis on Factors That Influence Students’ Anxiety in Speaking English. Research in English and Education Journal, 6(1), 9-22.
31. Maher, K., & King, J. (2023). Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective. Annual Review of Applied Linguistics, 1-7. https://doi.org/10.1017/S0267190523000077
32. Miskam, N. N., & Saidalvi, A. (2019). Investigating English language speaking anxiety among Malaysian undergraduate learners. Asian Social Science, 15(1), 1-7. https://doi.org/10.5539/ass.v15n1p1
33. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
34. Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, 8(4), 999-1011. https://doi.org/10.12973/eu-jer.8.4.999
35. Ozdemir, E., & Papi, M. (2022). Mindsets as sources of L2 speaking anxiety and self-confidence: The case of international teaching assistants in the US. Innovation in Language Learning and Teaching, 16(3), 234-248. https://doi.org/10.1080/17501229.2021.1907750
36. Paneerselvam, A., & Mohamad, M. (2019). Learners’ Challenges and English Educators’ Approaches in Teaching Speaking Skills in an ESL Classroom: A Literature Review. Creative Education, 10(13), 3299-3305. https://doi.org/10.4236/ce.2019.1013253
37. Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety Interview with Highly Anxious Students. In E. K. Horwitz, & D. J. Young (Eds.), Language Anxiety From Theory and Research to Classroom Implications (pp. 101-108). Englewood Cliffs, NJ: Prentice Hall. https://www.scirp.org/reference/referencespapers?referenceid=1093373
38. Rahmat, N. H. (2019). Cycle of fear in learning: The case for three language skills. American Journal of Social Sciences and Humanities, 4(1), 151-162. https://doi.org/10.20448/801.41.151.162
39. Ramayani, Y. K., Ambarini, R., & Suwarti, T. S. (2022, March). An Analysis of Students’ Speaking Anxiety in English Classroom. In Proceeding of English Teaching, Literature and Linguistics (ETERNAL) Student Conference (Vol. 2, No. 1, pp. 455-469). https://doi.org/10.55681/nusra.v2i1.66
40. Saputra, J. B. (2018). An analysis of students’ speaking anxiety toward their speaking skill. Premise: Journal of English Education, 7(1), 111-123.
41. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA‐Colombia. Modern Language Journal, 85(2), 244–258. https://doi.org/10.1111/0026-7902.00107
42. Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners. Online Submission, 2(1), 276-282.
43. Sholikhah, M., & Isnaini, M. H. (2024). EFL learners’ views on the use of Code-Switching in reducing speaking anxiety. Voices of English Language Education Society, 8(1), 115–127. https://doi.org/10.29408/veles.v8i1.25442
44. Sinadia, A. R., & Ngingi, Y. A. (2023). Exploring the sources of speaking English anxiety experienced by vocational senior high school students. Journal on Education, 5(4). https://doi.org/10.31004/joe.v5i4
45. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.
46. S, V., & I, A. (2023). Exploring the efficacy of Social Media Narrative-Based Activities in improving Digital communication skills and Digital Literacy among Tertiary-Level ESL learners. World Journal of English Language, 13(7), 222. https://doi.org/10.5430/wjel.v13n7p222
47. Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35-39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
48. Toubot, A. M., & Seng, G. H. (2018). Examining levels and factors of speaking anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47-56. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47
49. Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967-977. https://doi.org/10.12973/eu-jer.9.3.967
50. Williams, K. E., & Andrade, M. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191.
51. Young, D. J. (1991). Creating a Low‐Anxiety Classroom environment: What does language anxiety research suggest? Modern Language Journal, 75(4), 426–437. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Rajendran, M., Srinivasan, V., Ilangovan, A., Singh, A. B., & Bakhromdjanovna, M. Z. (2025). Exploring anxiety among english learners: A comprehensive literature review. Multidisciplinary Reviews, 8(9), 2025270. https://doi.org/10.31893/multirev.2025270

[1] Ahmad Al-Khotaba, H. H., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 10. https://dx.doi.org/10.24093/awej/vol10no4.23

[2] Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for Specific Purposes (ESP) students. International Journal of English Studies, 18(2), 145-159. https://doi.org/10.6018//ijes/2018/2/323311

[3] Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 1-32. https://doi.org/10.1080/09588221.2020.1770293

[4] Ceneciro, N. C., Estoque, N. M. R., & Chavez, N. J. V. (2023). Analysis of debate skills to the learners’ confidence and anxiety in the use of the English language in academic engagements. Journal of Namibian Studies History Politics Culture, 33, 4544–4569. https://doi.org/10.59670/jns.v33i.2812

[5] Charoensukmongkol, P. (2019). The role of mindfulness in reducing English language anxiety among Thai college students. International Journal of Bilingual Education and Bilingualism, 22(4), 414-427. https://doi.org/10.1080/13670050.2016.1264359

[6] Cheng, Y. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001

[7] Chen, M. R. A., & Hwang, G. J. (2020). Effects of a concept mapping based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety. British Journal of Educational Technology, 51(3), 817-834. https://doi.org/10.1111/bjet.12887

[8] Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. Tesol Quarterly, 52(3), 611-633. https://doi.org/10.1002/tesq.455

[9] Daflizar, D. (2024). Out-of-Class Speaking Anxiety among Indonesian EFL Students and Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender. Journal of Languages and Language Teaching, 12(1), 240. https://doi.org/10.33394/jollt.v12i1.9342

[10] Damayanti, M. E., & Listyani, L. (2020). An Analysis Of Students’speaking Anxiety In Academic Speaking Class. Eltr Journal, 4(2), 152-170. https://doi.org/10.37147/eltr.v4i2.70

[11] Daud, A., Ras, F., Novitri, N., & Audia, C. P. (2019). Factors contributing to speaking anxiety: a case study of pre-service English teachers. Journal of Educational Sciences, 3(3), 412-422. https://doi.org/10.31258/jes.3.3.p.412-422

[12] Dewaele, J., Witney, J., Saito, K., & Dewaele, L. (2017). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161

[13] Djahimo, S., Bili Bora, D., & Huan, E. (2018). Student anxiety and their speaking performance: teaching EFL to Indonesian student. International Journal of Social Sciences and Humanities, 2(3), 187-195. https://doi.org/10.29332/ijssh.v2n3.235

[14] Godwin-Jones, R. (2018). Chasing the butterfly effect: Informal language learning online as a complex system. Language Learning & Technology, 22(2), 8-27. https://doi.org/10125/44643

[15] Gregersen, T., & Horwitz, E. K. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. The Modern Language Journal, 86(4), 562–570. http://www.jstor.org/stable/1192725

[16] Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The Motion of Emotion: Idiodynamic case studies of learners’ foreign language anxiety. The Modern Language Journal, 98(2), 574–588. https://www.jstor.org/stable/43649903

[17] Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230-239. https://doi.org/10.24815/siele.v5i2.10932

[18] Handayani, T., Rozimela, Y., & Fatimah, S. (2020). An Analysis of English-Speaking Anxiety Experienced by the Second Year Students of English Language and Literature Department of Universitas Negeri Padang and Its Causal Factors. Journal of English Language Teaching, 9(3), 580-592.

[19] Hassan, J., Kamarulzaman, L. M., & Ghani, M. T. A. (2019). Reducing Speaking Anxiety Through Short Movie Assignment. Asian People Journal (APJ), 2(2), 52-57. https://journal.unisza.edu.my/apj/index.php/apj/article/view/126

[20] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317

[21] Hussain, S. Q., Akhtar, N., Shabbir, N., Aslam, N., & Arshad, S. (2021). Causes and Strategies to Cope English Language Speaking Anxiety in Pakistani University Students. Humanities & Social Sciences Reviews, 9(3), 579-59. https://doi.org/10.18510/hssr.2021.9358

[22] Kalra, R., & Siribud, S. (2020). Public speaking anxiety in the Thai EFL context. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 195-209. https://doi.org/10.26737/jetl.v7i1.2741

[23] Kershaw, G. (2002). Teaching and learning in the language classroom. ELT Journal, 56(3), 337–341. https://doi.org/10.1093/elt/56.3.337

[24] Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. ELT Journal, 58(3), 258-269. https://doi.org/10.1093/elt/58.3.258

[25] Lee, J. S., & Lee, K. (2020). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813-833. https://doi.org/10.1177/1362168819831408

[26] MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513–534.

[27] MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x

[28] MacIntyre, P. D., & Gardner, R. C. (1994). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17.

[29] MacIntyre, P. D., Dornyei, Z., Clement, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545. https://doi.org/10.2307/330224

[30] Mahdalena, M., & Muslem, A. (2021). An Analysis on Factors That Influence Students’ Anxiety in Speaking English. Research in English and Education Journal, 6(1), 9-22.

[31] Maher, K., & King, J. (2023). Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective. Annual Review of Applied Linguistics, 1-7. https://doi.org/10.1017/S0267190523000077

[32] Miskam, N. N., & Saidalvi, A. (2019). Investigating English language speaking anxiety among Malaysian undergraduate learners. Asian Social Science, 15(1), 1-7. https://doi.org/10.5539/ass.v15n1p1

[33] Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

[34] Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, 8(4), 999-1011. https://doi.org/10.12973/eu-jer.8.4.999

[35] Ozdemir, E., & Papi, M. (2022). Mindsets as sources of L2 speaking anxiety and self-confidence: The case of international teaching assistants in the US. Innovation in Language Learning and Teaching, 16(3), 234-248. https://doi.org/10.1080/17501229.2021.1907750

[36] Paneerselvam, A., & Mohamad, M. (2019). Learners’ Challenges and English Educators’ Approaches in Teaching Speaking Skills in an ESL Classroom: A Literature Review. Creative Education, 10(13), 3299-3305. https://doi.org/10.4236/ce.2019.1013253

[37] Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety Interview with Highly Anxious Students. In E. K. Horwitz, & D. J. Young (Eds.), Language Anxiety From Theory and Research to Classroom Implications (pp. 101-108). Englewood Cliffs, NJ: Prentice Hall. https://www.scirp.org/reference/referencespapers?referenceid=1093373

[38] Rahmat, N. H. (2019). Cycle of fear in learning: The case for three language skills. American Journal of Social Sciences and Humanities, 4(1), 151-162. https://doi.org/10.20448/801.41.151.162

[39] Ramayani, Y. K., Ambarini, R., & Suwarti, T. S. (2022, March). An Analysis of Students’ Speaking Anxiety in English Classroom. In Proceeding of English Teaching, Literature and Linguistics (ETERNAL) Student Conference (Vol. 2, No. 1, pp. 455-469). https://doi.org/10.55681/nusra.v2i1.66

[40] Saputra, J. B. (2018). An analysis of students’ speaking anxiety toward their speaking skill. Premise: Journal of English Education, 7(1), 111-123.

[41] Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA‐Colombia. Modern Language Journal, 85(2), 244–258. https://doi.org/10.1111/0026-7902.00107

[42] Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners. Online Submission, 2(1), 276-282.

[43] Sholikhah, M., & Isnaini, M. H. (2024). EFL learners’ views on the use of Code-Switching in reducing speaking anxiety. Voices of English Language Education Society, 8(1), 115–127. https://doi.org/10.29408/veles.v8i1.25442

[44] Sinadia, A. R., & Ngingi, Y. A. (2023). Exploring the sources of speaking English anxiety experienced by vocational senior high school students. Journal on Education, 5(4). https://doi.org/10.31004/joe.v5i4

[45] Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.

[46] S, V., & I, A. (2023). Exploring the efficacy of Social Media Narrative-Based Activities in improving Digital communication skills and Digital Literacy among Tertiary-Level ESL learners. World Journal of English Language, 13(7), 222. https://doi.org/10.5430/wjel.v13n7p222

[47] Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35-39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35

[48] Toubot, A. M., & Seng, G. H. (2018). Examining levels and factors of speaking anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47-56. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47

[49] Wahyuningsih, S., & Afandi, M. (2020). Investigating English Speaking Problems: Implications for Speaking Curriculum Development in Indonesia. European Journal of Educational Research, 9(3), 967-977. https://doi.org/10.12973/eu-jer.9.3.967

[50] Williams, K. E., & Andrade, M. (2008). Foreign language learning anxiety in Japanese EFL university classes: Causes, coping, and locus of control. Electronic Journal of Foreign Language Teaching, 5(2), 181-191.

[51] Young, D. J. (1991). Creating a Low‐Anxiety Classroom environment: What does language anxiety research suggest? Modern Language Journal, 75(4), 426–437. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x

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