JEELS
(Journal of English Education and Linguistics Studies)
P-ISSN: 2407-2575 E-ISSN: 2503-2194
https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels
STUDENT SPEAKING ANXIETY, CAUSAL FACTORS, AND
RECOMMENDATIONS: A MIXED METHODS RESEARCH
*Maida Norahmi1; Cendikia Flory Aristia2; Jackson Pasini Mairing3
1,2English Language Education Department, Faculty of Teacher
Training and Education, University of Palangka Raya, Indonesia
3Mathematics Education Department, Faculty of Teacher Training and
Education, University of Palangka Raya, Indonesia
*maida.norahmi12@edu.upr.ac.id; cendikiafa@fkip.upr.ac.id; jpmairing@math.upr.ac.id
(*) Corresponding Author

Abstract: This study aims to analyze the level of speaking
anxiety and factors causing it, as well as solutions based
on students' perspectives at each level of anxiety. Using a
mixed-methods research design with an explanatory
sequential approach, quantitative data were collected
through the Foreign Language Speaking Anxiety
Questionnaire (FLSAQ) from 288 English Language
Education students in batches of 2022, 2023, and 2024 at a
public university in Palangka Raya. In-depth interviews,
students were selected based on FLSAQ scores to
represent high, medium, and low anxiety levels.
1Citation in APA style:

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.
DOI: 10.30762/jeels.v12i2.5754
Submission: June 2025, Revision: August 2025, Publication: October 2025

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Quantitative results showed that the majority of students
were at a moderate level of anxiety (56.8%), while 18.3%
showed high anxiety and 24.9% low. The results also
showed that there were no significant differences in
anxiety scores based on year of entry or class. Qualitative
results showed students with high and medium anxiety
experienced anxiety due to language competence
(vocabulary and grammar), lack of speaking
opportunities,
negative
experiences
from
the
environment, and lack of preparation and confidence.
Students with low anxiety generally have more active
exposure to and use of English and better selfmanagement strategies. The solutions that students
expect include material preparation, independent
practice, a supportive classroom atmosphere, and
structured teaching strategies.
Keywords: speaking anxiety, EFL students, FLSAQ, teaching
strategies, English language learning

INTRODUCTION
In learning activities, students may exhibit signs of anxiety
when speaking in English. Psychologically, they may experience
increased fear, unpleasant memories, and embarrassment, while
physically, they may sweat, have dry mouths, and feel their hearts
racing while speaking (Özütürk & Hürsen, 2013). According to Naser
Oteir & Nijr Al-Otaibi (2019), anxiety can affect a person's emotions,
cognition, and behavior. Students who experience speaking anxiety
may exhibit unusual behaviors when speaking and show various signs
of fear. Therefore, students' fear or anxiety when speaking English can
affect their physical actions and emotions. Although the physical signs
of students' anxiety when speaking English can be observed,
understanding their feelings is more challenging as they are invisible.
This invisible condition hinders the fluency of ideas, contributes to the
loss of content and vocabulary, and lowers confidence to speak.

844

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Feelings of discomfort arise whenever they are assigned to speak,
which can negatively impact their academic speaking performance.
Horwitz et al. (1986) define anxiety as a subjective feeling of
tension, fear, and nervousness, triggered by the fear that something
bad will happen. Muna et al. (2019) state that anxiety is a psychological
phenomenon that directly affects the body's response to a situation.
Foreign language anxiety (FLA) is a unique combination of selfperceptions, emotions, thoughts, and behaviors that emerge
specifically in the context of language learning in the classroom, facing
particular challenges and characteristics in understanding language
skills and components (Horwitz et al., 1986). Tridinanti (2018),
speaking anxiety is the feeling of stress, pressure, and fear associated
with language speaking. Students with speaking anxiety often
experience fear and worry due to various factors. Foreign language
anxiety (FLA) represents a unique blend of perceptions, emotions, and
behaviors that arise due to the challenges of acquiring a new language
in the context of language learning, to be specific, speaking anxiety is a
common form of FLA, marked by feelings of stress and fear when
communicating in a target foreign language that can significantly
hinder students' ability to express themselves and engage confidently
in speaking activities.
Students' speaking anxiety in English learning can have
negative consequences on their academic performance, leading to
lower classroom achievement (Oktaviani et al., 2013). Anxiety affects
students' performance and grades, not just in speaking but in their
overall English learning. Self-perception, attitudes, feelings, and
behaviors related to the learning process can all be hampered by
anxiety (Neman & Ganap, 2018). If left unaddressed, speaking anxiety
can hinder students’ ability to learn or complete tasks. Interaction with
instructors and English lessons may also be affected, as students may
hesitate to engage in the learning process. In extreme cases, students
may even skip English classes due to their anxiety. Thus, it is crucial to
understand students’ speaking anxiety to help instructors better
comprehend the mental and emotional challenges students face during

845

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

speaking activities (Öztürk & Gürbüz, 2014). By knowing the levels
and factors of students’ speaking anxiety, instructors can adjust their
teaching strategies and create a more comfortable learning
environment, enabling students to improve their speaking skills and
overcome their anxiety.
Öztürk & Gürbüz (2014) developed a questionnaire to measure
the level of speaking anxiety, namely FLSAQ (Foreign Language
Speaking Anxiety Questionnaire). They recognized that speaking is the
most challenging skill for many foreign language learners and,
therefore, requires an instrument that can capture psychological,
affective, and behavioral aspects in greater depth and the context of
oral communication. The FLSAQ accommodates this need with items
that are more relevant to the live speaking experience, whether in
presentation, discussion, or question and answer activities rather than
similar instruments developed by Horwitz. Then, they identified three
primary factors contributing to students’ speaking anxiety. According
to them, these factors are taken into three groups: educational,
individual, and environmental factors.
Several studies have been conducted to explore the factors that
cause speaking anxiety. Abrar et al. (2024) stated that the factors
affecting the anxiety of EFL students from a public university in Jambi
are linguistic issues (lack of knowledge about vocabulary, grammar,
and pronunciation), psychological issues (fear of making mistakes, lack
of confidence, and lack of motivation), and performance issues (lack of
preparation, learning environment conditions, and time constraints).
Thai EFL students also experienced speaking anxiety. The contributing
factors were that they were unconfident and anxious about making
mistakes when speaking English (Kalra, 2020). Ali & Anwar (2021) and
Sugiyati & Indriani (2021) stated that the most influential factor in EFL
Students' speaking anxiety is fear of negative evaluation, followed by
communication apprehension and test anxiety.
Furthermore, Afidawati et al. (2024) investigated the strategies
used by students to overcome their anxiety. These strategies include
preparation, relaxation, positive thinking, and peer-seeking. The most

846

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

used strategy by the students was preparation, followed by a more
joyful strategy (Nuraeni et al., 2023). EFL students use selfmanagement (preparation and practice, learning from mistakes), selfpsychology (relaxation and motivation), and asking for help from
others (friends and family) to overcome their anxiety (Abrar et al.,
2024). Teachers can also play a role in overcoming students' speaking
anxiety by creating an unthreatening classroom environment,
increasing opportunities for students to practice speaking, and ways of
using classroom dynamics (Inada, 2021).
Student anxiety can be categorized into high, medium, and low
levels based on the FLSAQ results. Students with high levels of anxiety
can be a significant problem for students when speaking. This feeling
of tension can lead to various behavioral cases, such as a lack of
motivation to learn or difficulty concentrating. If students' Englishspeaking anxiety is high, they may hesitate to participate in class
discussions and may not fully engage in classroom learning activities.
Ultimately, this anxiety may impact their academic performance in
language learning. (Hooda & Saini, 2017). The way to cope needs to be
based on the causal factors for each anxiety level.
Further research is needed to explore the underlying causes of
anxiety among students with high levels of speaking anxiety. The
investigation should also be extended to students with moderate and
low anxiety levels. It is essential to determine whether the factors
contributing to speaking anxiety are consistent across these groups or
if they differ. If they do vary, what are the specific differences?
Identifying and addressing these causes is essential and effective to
reduce anxiety. Solutions should be tailored to each anxiety level,
taking into account students’ perspectives. What interventions do
students with high anxiety expect? The same question applies to those
with moderate and low anxiety. Implementing solutions that align
with the specific needs and experiences of each group will likely yield
more effective results.
This study is directed to address these questions. Therefore, the
first formulation of the problem is how the anxiety level of English

847

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

education students from one of the public universities in Palangka
Raya, Central Kalimantan, covers the year of entry into college and
their respective classes? The second formulation is, how does the
anxiety level of these students differ in terms of year of study and class?
Third, what are the factors that cause speaking anxiety in these
students in terms of anxiety levels of low, moderate, and high? Fourth,
what are the solutions for students at each level in order to overcome
their speaking anxiety? The results of this research can be a guide for
teachers, lecturers, or educational practitioners to develop models or
learning tools to overcome the problem of speaking anxiety at each
level.
METHOD
Research Design
To address the first and second research questions, the
researcher required numerical data from the FLSAQ questionnaire
scores. Following this, interviews were conducted with selected
participants, chosen based on their questionnaire responses. These
interviews aimed to provide deeper insights into the participants’
speaking anxiety, particularly its causes and possible solutions. The
information gathered through interviews was used to address the
third and fourth research questions. Therefore, the researcher
employed a mixed method approach using an explanatory sequential
design, in which quantitative data collection and analysis were
carried out first, followed by qualitative data collection and analysis
(QUAN→Qual) (Ary et al., 2010).
Participants
The participants for the quantitative data collection consisted
of English education students from a public university in Palangka
Raya, Central Kalimantan, who enrolled in the years of 2022, 2023,
and 2024. These cohorts represented students in their third, second,
and first years of study, respectively. The researcher excluded fourthyear students, as many had either graduated or were in the process

848

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

of completing their final projects. Within each entry year, students
were assigned to three classes based on their admission pathway.
Class A, B and C for those through the achievement, the test and the
independent pathways respectively.
The first stage of the study started with quantitative data
collection to administer the FLSAQ questionnaire to all students. The
total number of students was 314, of which 37 students from 2022
class B participated in the FLSAQ questionnaire test, and 277 students
participated in the speaking anxiety data collection. However, not all
students filled out the questionnaire. In the test class, 31 out of 37
(83.8%) students completed the questionnaire. In the other class, 257
out of 277 (92.8%) students completed the questionnaire. Overall, 288
out of 314 (91.7%) students completed the questionnaire. Details are
presented in Table 1.
Table 1.
Number of Participants per Year Entry per Class
Year
Class
Number as per
Number of Completed
Entry
Database
Questionnaire
2022
A
40
39
B*
37
31
C
40
35
Subtotal
117
105
2023
A
24
22
B
30
26
C
27
23
Subtotal
81
71
2024
A
39
38
B
38
38
C
39
36
Subtotal
116
112
Total
314
288
Note: * FLSAQ Questionnaire Trial Participants

%
97.5%
83.8%
87.5%
89.7%
91.7%
86.7%
85.2%
87.7%
100.0%
100.0%
92.3%
96.6%
91.7%

The next stage involved the researcher conducting interviews
with several students to gather qualitative data. There were six
849

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

criteria for selecting participants. First, participants were chosen from
the 2022 and 2024 entry years to represent both newly enrolled
students and those who had been in the program the longest. Second,
students from each of these entry years were selected to represent
low, moderate, and high levels of speaking anxiety. The goal was to
explore the similarities and differences in the causes of anxiety across
the three levels. Third, the researcher initially interviewed two
participants from each anxiety level for source triangulation. Fourth,
the current speaking performance of the selected participants was
taken into account; for example, students with low anxiety were
expected to demonstrate better speaking performance in class. Fifth,
participants needed to be able to express their thoughts clearly in
Indonesian to allow for in-depth exploration of the causes of speaking
anxiety. Sixth, if inconsistencies were there between the responses of
the two participants from the same group, the researcher would
conduct additional interviews with other students from the same
entry year and anxiety level. Information related to the fourth and
fifth criteria was obtained from the course instructors responsible for
the classes where the participants were enrolled.
Research Procedure
The first stage of the research procedure following the
QUAN→Qual sequence is to conduct quantitative research using the
survey type. (Lodico et al., 2010). First, the researcher developed the
FLSAQ questionnaire in Indonesian. The questionnaire was adapted
from Öztürk & Gürbüz (2014). The development was carried out by
asking for suggestions from two experts on the results of the
translation into Indonesian language and testing on students in the
entry year 2022 class B. Second, the researcher selected the
participants, namely all English education students in the entry years
of 2022, 2023, and 2024. Third, the researchers gave valid and reliable
questionnaires to the students. Fourth, the researchers analyzed the
data from the questionnaire and drew conclusions.

850

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

The second stage of the procedure is to conduct qualitative
research (Ary et al., 2010). First, the researcher selected the interview
participants following the predetermined criteria. Second, the
researcher developed a semi-structured interview sheet. Third, the
researcher conducted interviews with interview participants. Fourth,
the researcher analyzed the data by coding, triangulation, and
constant comparison. The aim was to explore the factors that cause
speaking anxiety and how to overcome it from the student's
perspective.
Research Instruments
The instrument used in collecting quantitative data was the
FLSAQ questionnaire in Indonesian language. The first step in
developing the questionnaire was for the researcher to translate the
FLSAQ questionnaire from Öztürk & Gürbüz (2014) into Indonesian
language. The questionnaire consisted of eighteen statement items.
The translated questionnaire items were validated by two experts in
English language education. The result was that the questionnaire
was suitable for use with revisions. The researcher made revisions
based on the suggestions of the two experts. The revised
questionnaire was tested on the 2022 entry-year B students. The result
is the Sig. of the correlation coefficient of each question item with the
total is less than 0.05, which means that each question item is valid.
In addition, the test results gained a Cronbach's Alpha reliability
coefficient, and it was 0.913 > 0.6 (reliable) (Ghufron, 2011).
The instruments used for collecting qualitative data included
the researcher as the primary instrument and a semi-structured
interview guide as a supporting tool. The guide contained several
pre-prepared questions, while the development of additional
questions was done during the interview based on participants'
responses. Both the interview indicators and questions were derived
from findings of previous research (Abrar et al., 2022; Akkakoson,
2016; Damayanti & Listyani, 2020; Kenoh, 2021; Khafidhoh et al.,

851

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

2023; Öztürk & Gürbüz, 2014; Taly & Paramasivam, 2020; Umisara et
al., 2021) (Table 2).
Table 2.
Grid and Questions in Semi-structured Interview Guidelines
Aspect
Indicator
Question
Causal
Educational
1. Do you think that knowledge of
Factor
vocabulary,
grammar,
and
pronunciation affects your anxiety in
speaking English? Explain according to
your experience!
2. Does the lack of opportunity to speak
English in class increase your anxiety?
Individual
1. Are you nervous or afraid of making
mistakes when speaking English? Give
examples.
2. Does the lack of time to gather ideas and
unfamiliar topics increase your anxiety?
3. Why do you feel insecure, nervous, or
afraid when speaking or when called
upon to speak English in front of the
class?
4. Are you not used to listening to and
using English, both written and spoken
in your daily activities?
Environmental
1. Do you feel nervous or afraid of your
friends' responses when you are asked to
speak English in front of the class?
2. Does the lecturer's direct assessment and
comments (feedback) on your ability to
speak English in front of the class
increase your anxiety?
Reccomen
self1. What activities or preparations do you
dation
management
need to do to reduce nervousness or fear
from
when speaking English in front of the
students’
class? Share your experiences!
point of
getting-help
1. What are the expected class conditions so
view
strategies
that you can speak English in class more
comfortably?
2. In your opinion, what should the lecturer
do to make the Speaking class easier or
more comfortable?

852

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Data Collection
Data collection was carried out by giving a questionnaire to all
students entering the classes of 2022, 2023, and 2024 by using Google
Forms at the link https://bit.ly/FLSAQ2025. Based on the results of
the questionnaire, the researcher classified students into low,
moderate, and high speaking anxiety. Two participants were initially
selected for each level of anxiety in students entering the classes of
2022 and 2024. If there was a discrepancy in the findings, the
researcher interviewed another student with the corresponding year
of entry and anxiety level.
Data Analysis
The initial stage involved analyzing the quantitative data.
First, the researcher categorized students into low, moderate, and
high levels of speaking anxiety. The criteria used were as follows:
scores above 72 indicated high anxiety, scores between 54 and 72
indicated moderate anxiety and scores below 54 indicated low
anxiety. Second, the classification results were presented in tables and
diagrams. Third, the data was summarized by examining measures
of central tendency, distribution, and position. Finally, the researcher
used statistical tests to draw conclusions and address the second
research question.
The second stage was qualitative data analysis. The first
activity was that the researcher transcribed the interviews for each
participant. Second, the researcher coded the interview transcripts to
reduce the data. The coding consists of 12 digits where digits 1-2 are
22 and 24, which indicate the year of entry 2022 and 2024,
respectively. Digits 3-5 are the subject codes. Digit 6 is the anxiety
level of H (high), M (moderate), and L (low). Digits 7-8 are the
indicators in Table 2, namely EDU (educational), IND (individual),
ENV (environment), SEM (self-management), or GET (getting help).
Digit 9 is the question number in Table 2 that corresponds to the
indicator. Digits 10-11 are the order of the interview transcripts from
01 onwards. Data that were not coded would not be used in the

853

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

analysis. Third, researchers gave meaning to the data using word,
phrase, and sentence analysis. The method was for the researcher to
read the interview transcripts, focus on interesting words, phrases,
and sentences, write down all the possible meanings that came to
mind from these words, phrases, and sentences, and re-read the
transcripts to determine the most appropriate meaning (Strauss &
Corbin, 2015). Fourth, the researcher looked for similarities in causal
factors between two participants at the same level (constant
comparison). Fifth, we describe the causes of anxiety at each level.
The result is the theory concluded in the research (Lodico et al., 2010).
FINDINGS
Student Anxiety Levels in Review of Entry Year and Class
The researcher distributed questionnaires to all English
education students from the 2022, 2023, and 2024 cohorts at a public
university in Palangka Raya, Central Kalimantan. The findings
revealed that 18.3% of students experienced high anxiety, 56.8%
moderate anxiety, and 24.9% low anxiety (see Figure 1). The proportion
of students with low anxiety was highest among those admitted in
2024, followed by 2023 and then 2022. In contrast, the highest
percentage of students with high anxiety was found in the 2022 cohort,
followed by 2024 and then 2023. The average FLSAQ scores for
students entering 2022, 2023, and 2024 were 63.28, 60.93, and 59.86,
respectively (see Table 3). These results indicate that the average
anxiety levels, as measured by the FLSAQ, were relatively consistent
across the three cohorts.

854

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

66.2%

70.0%
60.0%

56.8%

53.6%

52.7%

50.0%
40.0%
30.0%
20.0%

30.4%

27.0%

21.1%

20.3%
12.7%

24.9%
18.3%

16.1%

10.0%
0.0%
2022

2023
High

2024
Medium

Total

Low

Figure 1. Percentage of Students at Each Level of Speaking Anxiety per Year of Entry
Table 3.
FLSAQ Questionnaire Score Summary by Year of Entry
Entry
N
Mean StDev
Min
Q1
Year
2022
74
63.28 13.98
21.00
56.00
2023
71
60.93 13.78
23.00
54.00
2024
112 59.86 14.31
24.00
51.25

Median

Q3

Max

65.00
65.00
63.00

73.00
70.00
69.00

86.00
83.00
87.00

The percentage of students at each anxiety level by class
indicates that Class C generally had lower anxiety levels compared to
the other two classes. This result is evident from the fact that Class C
had the highest proportion of students with low anxiety and the lowest
proportion with high anxiety. The data was followed by Class B, with
Class A having the highest overall anxiety levels (see Figure 2). The
average FLSAQ questionnaire scores for Classes A, B, and C were
60.43, 60.86, and 58.91, respectively (see Table 4). These results suggest
that the average scores across the three classes were relatively similar.

855

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

70.0%
60.0%

57.6%

56.4%

56.3%

56.8%

50.0%
40.0%
30.0%
20.0%

23.2%

29.8%

26.6%
19.2%

17.2%

18.3%

13.8%

24.9%

10.0%
0.0%
Kelas A

Kelas B
High

Kelas C
Medium

Total

Low

Figure 2. Percentage of Students in Each Level of Speaking Anxiety per Class
Table 4.
FLSAQ Questionnaire Score Summary by Year of Entry
Class
N Mean StDev
Min
Q1
A
99 63.43 13.68
21.00
57.00
B
64 60.86 13.68
27.00
53.00
C
94 58.91 14.55
23.00
52.00

Median
66.00
63.00
62.00

Q3
72.00
70.75
69.25

Max
86.00
87.00
84.00

Differences in Anxiety Levels Based on Year of Entry and Class
The researcher performed a Kolmogorov-Smirnov normality
test on the residuals from the two-way ANOVA. The result showed a
significant value of Sig. = 0, which is below 0.05, indicating that the
data were not normally distributed at a 5% significance level. As a
result, the researcher employed the Kruskal-Wallis nonparametric test
to analyze the differences. For the variable of entry year, the KruskalWallis test yielded a Sig. value of 0.251, which is greater than 0.05,
indicates no significant difference in FLSAQ questionnaire scores
based on year of entry at the 5% error level. Similarly, the test for class
differences resulted in a Sig. Value of 0.068 was also greater than 0.05,
meaning there was no significant difference in scores based on class.

856

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

The results of the quantitative analysis indicated that there
were no significant differences in anxiety scores based on students'
year of entry. Therefore, the researcher chose interview participants
only from students in their first year and those who had nearly
completed three years of study, aiming to provide deeper insights
into the quantitative findings. From the 2024 cohort, the students
interviewed were 24BDR and 24ELN (high anxiety), 24IYL, 24RZK,
and 24MYS (moderate anxiety), and 24JLY, 24RYN, and 24SYM (low
anxiety). From the 2022 cohort, the participants included 22SRL,
22NRL, and 22REG (high anxiety), 22TRI, 22RAI, and 22MRI
(moderate anxiety), and 22YNS and 22AVA (low anxiety). In some
cases, a third participant was included at a certain anxiety level due
to inconsistencies in the responses of the initial two. A total of 16
students were interviewed, consisting of 5 males and 11 females.
Educational 1: The Effect of Vocabulary, Grammar, and Pronunciation
Students from the 2022 and 2024 cohorts who experienced high
levels of anxiety reported that their knowledge of vocabulary,
grammar, and pronunciation significantly influenced their anxiety.
Making mistakes in any of these areas often caused them to lose track
of what they knew or intended to say. This led to fears of being mocked
by peers or receiving poor grades (22SRLHEDU101, 22NRLHEDU101,
24BDRHEDU101-03, 24ELNHEDU101). These findings were based on
responses from four participants: 22SRL and 22NRL (2022 entry) and
24BDR and 24ELN (2024 entry), indicating that source triangulation
was conducted. Additionally, participant 24BDR made consistent
statements at three different points in time, as shown by the codes
24BDRHEDU101, 24BDRHEDU102, and 24BDRHEDU103, confirming
time triangulation. All further conclusions presented in this article
have been supported through both source and method triangulation.
Students in the 2022 and 2024 entry years with moderate anxiety
stated that all three knowledge influenced their English-speaking
anxiety, where the two most contributing factors were vocab and
grammar. The condition is different for students with low anxiety in

857

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

both years of entry who stated that only one of the three knowledge,
namely vocabulary alone or grammar alone, affects their anxiety when
speaking English. Subject 22AVA said: “… yang saya cemaskan itu dalam
vocab-nya. Kalau mengenai tata bahasa mungkin fluency bagi saya tidak
berpengaruh … vocab yang kadang kurang aja sih miss, saya bisa lupa
terhadap vocab-vocab tertentu begitu” translated into "... what I worry
about is the vocab. As for grammar, maybe fluency doesn't affect me...
it's just the vocab that is sometimes lacking, I can forget certain vocabs
like that" (22AVALEDU101).
Educational 2: Lack of Opportunities to Speak English
Students with low anxiety in the entry years 2022 and 2024
stated that the lecturer asked only particular students to speak so that
other students did not get the opportunity. As a result, these students
are anxious about speaking English. The same thing was revealed by
students with moderate anxiety in both years of entry. Both subjects
agreed that lack of opportunity affects anxiety. Students who are often
appointed to speak in front of the class will get used to it so that their
anxiety decreases. Conversely, students who rarely speak in front of
the class will make mistakes, so they feel anxious. Subject 24IYL
(moderate anxiety) said, “Misalkan aktif ... rasa percaya diri saya juga
meningkat” translated into “Suppose I am active ... my confidence also
increases” (24IYLMEDU205). In contrast, students with low anxiety in
both years of entry stated that they were not affected by the lack of
opportunities to speak English.
Individual 1: Being Afraid of Making Mistakes
Students with high anxiety from the 2024 entry year reported
being strongly affected by making mistakes while speaking. Such
errors caused them to hesitate and lose confidence, which in turn
increased their anxiety over time. Similarly, students from the 2022
entry year with the same level of anxiety expressed fear about speaking
English during class presentations or when called to the front.
Meanwhile, students with moderate anxiety from both the 2022 and

858

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

2024 cohorts shared that they feared making mistakes while speaking
English. They were particularly anxious about receiving unwanted
reactions from classmates, such as judgmental stares or being abruptly
corrected while speaking in front of the class. This fear was often rooted
in past experiences where they felt embarrassed or criticized during
classroom speaking activities. Students with low anxiety in both years
of entry expressed less fear in speaking English.
Individual 2: Lack of Time to Brainstorming
Students in 2022 and 2024 with high and moderate anxiety
stated the same thing, namely that the lack of preparation time made
students confused or did not know what to say. Such conditions
increase student anxiety. Subject 22TRI (moderate anxiety) said, “Iya
langsung panik dan seperti yang saya bilang tadi kan saya agak terbatas juga
dalam kosakata jadi masih sangat takut untuk on the spot ya kayak begitu”
translated into “Yes, I immediately panicked, and as I said earlier, I was a bit
limited in vocabulary, so I was still anxious to be on the spot like that”
(22TRIMIND204). Students with low anxiety in both years of entry
stated that the lack of preparation time would increase anxiety. They
need to master key points and vocabulary relevant to the topic to
relieve anxiety.
Individual 3: Being Unsecured to be Called to Speak English
Students in 2022 and 2024 with high and moderate anxiety
expressed that they were not confident, nervous, or afraid when
speaking English. The difference is in the reason for their fear. Students
with high anxiety were aware of negative responses, such as being
ridiculed or not noticed by their peers. Subject 24ELN (high anxiety)
said, “saya bisa lihat terkadang tatapan beberapa orang kayak malas dan
nggak ngasih perhatian karena mereka merasa kayak palingan cuma gini-gini
aja gitu” translated into “I can see that sometimes the stares of some people
are like lazy and do not pay attention because they feel like they are just like
this” (24ELNHENV113). Students with moderate anxiety stated the
same reason plus two other reasons. First, students are anxious because

859

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

they lack preparation in learning the topic to be addressed and
understanding vocabulary or pronunciation. Second, students feel
insecure because their friends are more capable of speaking English.
The condition is different with students with low anxiety in both years
of entry who stated that they are confident in speaking English.
Individual 4: Unfamiliarity to Written and Spoken English
Students from the 2022 and 2024 entry years who experienced
high levels of anxiety reported that they usually listened to English
through podcasts, indicating that they were mostly passive users of the
language. In contrast, students with moderate anxiety from both years
demonstrated slightly higher use of English. They mentioned listening
to English content, such as songs and podcasts, and using the language
occasionally—for example, by sending chat messages while playing
online games. Students with low anxiety levels in both cohorts showed
even greater engagement with English. They regularly used the
language in both spoken and written forms, such as singing in English
or communicating with study partners. The use of writing when
communicating by typing text during online games. Students with low
anxiety as active language users.
Environmental 1: Feeling Afraid of Peer Responses
Students from the 2022 and 2024 year with high anxiety
responded to feeling afraid or anxious about their friends' responses
when speaking English, namely not paying attention when they are
speaking in front of the class. The same condition occurred in students
entering the 2024 year with moderate anxiety. Subject 24RZK
(moderate level of anxiety) said: “(temannya merespons negatif) langsung
terdiam, kata-katanya langsung semrawut … sedikit lanjutkan, sedikit
berhenti, tapi agak campur aduk bahasa itu” translated into "(his friend
responded negatively) immediately fell silent, his words were immediately
messy ... a little continued, a little stopped, but the language was a bit mixed
up" (24RZKMENV114-15). The condition is different from students
with moderate anxiety in the 2022 year who have studied together for

860

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

three years with their classmates. They stated that they were not afraid
of their friends' responses when speaking English because they were
used to their classmates. Students with low anxiety in both years
responded that they were not intimidated of their friends' responses
because they were already close enough to their friends, the class
conditions were supportive, and their friends' responses were used as
evaluation material.
Environmental 2: The Lecturer's Direct Assessment and Feedback
Students with high anxiety from the 2022 cohort stated that their
level of anxiety was influenced by how the lecturer delivered feedback.
If the feedback was poorly given, it made them feel confused and
anxious; however, if delivered appropriately, they felt more at ease. In
contrast, students with high anxiety from the 2024 cohort reported that
feedback from lecturers did not cause them anxiety. Similarly, students
with moderate anxiety from both cohorts reacted calmly to feedback,
viewing it as a means to correct their mistakes and improve their
English skills. Students with low anxiety from the 2024 cohort also
perceived feedback positively, considering it helpful for addressing
their weaknesses. Low-anxiety students from the 2022 cohort
responded similarly to high-anxiety students from the same year,
indicating that their anxiety depended on how the lecturer provided
feedback. Moreover, students generally preferred that feedback be
given after they finished speaking. One such student, 22YNS (low
anxiety), expressed: ”(feedback) sudah selesai berbicara dan saya bisa refleksi
sendiri, ... tapi ketika dipotong saya menjadi panik dan akhirnya buyar”
translated into “(Feedback) should come after I've finished speaking so I can
reflect... but when I was interrupted, I panicked and lost focus”
(22YNSLENV210).

861

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Factors that Cause Speaking Anxiety in terms of Level of High,
Moderate and Low
Based on the results of the analysis per indicator, the researcher
describes the factors that cause speaking anxiety in terms of anxiety
level (Table 5).
Table 5.
Factors Causing Speaking Anxiety in terms of High, Moderate and High Levels
Indicator
High Anxiety
Moderate Anxiety
Low Anxiety
Educaa. Knowledge
of a. Students stated that a. Only one of the
tional
vocabulary,
all three knowledges
three knowledge,
grammar
and
influenced anxiety,
namely
pronunciation
where
vocabulary
vocabulary alone
influences
and grammar were
or grammar alone,
anxiety levels.
the most contributing
influences anxiety.
factors.
b. Students who do b. Lack of opportunities b. Students are not
not get enough
affects
anxiety.
affected by the
opportunities to
Students who rarely
lack
of
speak will feel
speak in front of the
opportunities to
anxious
when
class
will
make
speak English.
asked to speak
mistakes and feel
English.
anxious.
Indivia. Students
feel a. Students are afraid of a. Students are not
dual
making
mistakes
too
afraid
of
afraid
of
when
speaking
speaking English.
speaking
English. They are
English
when
afraid
of
being
speaking
or
responded negatively
presenting
in
by their friends, such
front of the class.
as a ‘cynical’ stare or
having
a
friend
immediately correct
them when they are
speaking in front of
the class.
of
b. Lack
of b. The less preparation b. Lack
time,
the
more
preparation time
preparation time
anxious to speak
will
increase
makes students
English. Preparation
anxiety.
They
confused or not
needed for speaking,
need to master the
know what to
such as studying
key points and
say.
This
vocabulary,
vocabulary
condition adds

862

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Indicator

High Anxiety
to
students'
anxiety.
c. Students
are
afraid
of
negative
responses, such
as
being
ridiculed
or
ignored by their
friends.

d. Students usually
listen to English
through podcasts.
Their activities are
limited as passive
language users.

Environmental

a. Students

feel
afraid
or
anxious about
their
friends'
responses when
speaking
English, namely
not
paying
attention when
they speak in

Moderate Anxiety
practicing
pronunciation
or
preparing sentences
to be delivered.
c. Students are anxious
because (i) being
afraid of judgement
by their friends, (ii)
lacking
enough
preparation to study
the discussed topic,
understand
vocabulary, or be
fluent
in
pronunciation, or (iii)
feeling
insecure
because their friends
are more capable.
d. Students
stated
listening to English
and using it limitedly.
Listening
activities
through songs and
podcasts. Limited use
by writing chats
while playing online
games.

a. Students entering the
class of 2024 felt
anxious
about
negative
responses
such as inattentive
facial expressions or
being laughed at by
their
friends.
Students entering the
class of 2022 stated

863

Low Anxiety
relevant to the
topic to eliminate
anxiety.
c. Students
are
confident
in
speaking English

d. Students
are
accustomed
to
using English both
orally
and
in
writing. Oral use
by singing in
English
or
communicating
with
study
friends. Written
use
when
communicating by
typing text during
online
games.
Students as active
language users.
a. Students do not
feel afraid of their
friends' responses
because they are
already quite close
to their friends,
the
class
conditions
are
supportive, and
their
friends'

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Indicator

High Anxiety
front of the
class.

b. Students from
the 2022 cohort
stated that their
anxiety
was
influenced
by
how the lecturer
provided
feedback—made
them
feel
anxious
and
confused, while
supportive
approaches did
not
trigger
anxiety.
In
contrast,
students
from
the 2024 cohort
reported
receiving
feedback from
lecturers
without
it
causing them to
feel anxious.

Moderate Anxiety
that they were not
afraid of friends'
responses
when
speaking
English
because they were
familiar with their
classmates.
b. Students
respond
without anxiety to
feedback
from
lecturers because the
goal is to correct
mistakes
and
improve their English
language skills.

Low Anxiety
responses are used
as
evaluation
material.

b. Students from the
2024
cohort
viewed feedback
from lecturers as a
positive
opportunity
to
address
their
weaknesses.
Meanwhile,
students from the
2022
cohort
responded
similarly to those
with high anxiety
in the same year,
stating that their
anxiety depended
on
how
the
lecturer delivered
the feedback.

Recommendations from students from each level to overcome
speaking anxiety
There are two indicators to overcome speaking anxiety,
namely self-management and getting-help strategies.

864

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Self-management 1: Having Prior Preparations to Reduce
Nervousness
Students from the 2022 and 2024 cohorts with high anxiety
prepared by writing scripts, memorizing them, and practicing
speaking multiple times. Those with moderate anxiety in both cohorts
had a similar preparation approach, which involved noting down
new vocabulary and practicing speaking alone. Low-anxiety students
in both entry years prepared by understanding the topic, highlighting
key points, noting unfamiliar words, and practicing through “reading
aloud.” A common strategy across all three anxiety levels was
practicing speaking independently as a way to manage speaking
anxiety.
Getting-help Strategies 1: Expected Class Conditions to Ensure
Students’ Comfort
Students from the 2022 and 2024 cohorts across all anxiety
levels hoped for a classroom environment where peers show mutual
respect and respond positively when someone speaks English.
Additionally, 2022 entry students with moderate anxiety expressed a
desire for an enjoyable classroom atmosphere. Meanwhile, lowanxiety students from the 2024 cohort hoped for a comfortable
learning environment to practice their English. To be more specific,
subject 24JLY (low anxiety) wished for a class where all students
communicate in English.
Getting-help Strategies 2: Lecturers’ Involvement to Ensure Students’
Comfort
Students from the 2022 and 2024 cohorts with high anxiety hope
that lecturers can foster a supportive classroom environment where
students actively listen to one another, show attentiveness, and
collaborate in group tasks. They also expect speaking classes to be
structured into several phases: a warm-up session, material
presentation, group task completion, and finally, speaking in front of
the class. Meanwhile, students with moderate anxiety in both cohorts

865

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

wish for relaxed, open interactions with lecturers to help create a
comfortable setting for speaking English. They also hope lecturers will
make the class enjoyable by selecting familiar discussion topics or
incorporating games that encourage English speaking. Students with
low anxiety from both entry years expect lecturers to provide
constructive and encouraging feedback after students have completed
their presentations.
DISCUSSION
One of the objectives of this study was to explore the differences
in the factors that cause speaking anxiety based on students' anxiety
levels: high, moderate, and low. These factors came into three
indicators: educational, individual, and environmental. Under the
educational indicator, the causes of anxiety for students with high and
moderate levels were relatively similar. They included limited
knowledge of vocabulary, grammar, and pronunciation (linguistic
factors), as well as a lack of speaking opportunities in class. This factor
differs from students with low anxiety, whose anxiety was typically
triggered by limited knowledge in either vocabulary or grammar, but
not both. The findings indicate that insufficient vocabulary and
grammar knowledge contribute to increased anxiety during classroom
presentations (Desvitasari, 2023). They believe that if both of these
knowledge forms are improved, then they can speak English fluently
(Subaşı, 2010). Al-Mukdad (2021) shows that linguistic factors are the
most dominant cause of speaking anxiety. Under
the
individual
indicator, the causes of anxiety for students with high and moderate
levels were related to a lack of confidence when speaking in front of
the class—especially when they perceived their peers as more
proficient in English. Other contributing factors included insufficient
preparation time for learning vocabulary, practicing pronunciation, or
organizing their speaking points, as well as limited use of English in
daily life. These students tended to be passive language users,
engaging with English through activities like listening to podcasts or
chatting while playing online games. In contrast, students with low

866

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

anxiety mainly experienced nervousness due to inadequate
preparation in mastering key points and relevant vocabulary for their
speaking topics. Suparlan (2021) showed 45% of students responded
that lack of preparation would make them feel anxious when speaking
in front of the class.
In the environmental indicator, the cause of anxiety for students
with high levels entering the 2022 and 2024 years and students with
moderate anxiety entering the 2024 year is fear of judgment from their
friends, such as a 'cynical' gaze, being mocked, laughed at, ignored, or
suddenly a friend confirms when the student is talking. Anxiety caused
by negative responses is also experienced by 68% of students from one
of the public high schools in Siak Hulu, Riau, Indonesia (Najiha &
Sailun, 2021). A conducive classroom atmosphere is very important to
eliminate students' speaking anxiety (Duan et al., 2021). The situation
differs for students with moderate anxiety from the 2022 cohort and
those with low anxiety from both the 2022 and 2024 cohorts, as they
did not feel anxious about their peers' responses. For the 2022 students,
in particular, their lack of anxiety stemmed from being familiar with
their classmates, which made them feel secure and comfortable being
surrounded by and learning with them (Duan et al., 2021).
Furthermore, anxiety triggered by the way lecturers provide
feedback was expressed by students with both high and low anxiety
levels from the 2022 cohort. Similar causes were also reported by
students from two universities in Riau, who stated that receiving
feedback while speaking made them feel embarrassed and lose their
train of thought. Overall, lecturer behavior during English-speaking
activities significantly impacts students' anxiety levels (Syahfutra &
Wibowo, 2021). Likewise, students from a high school in Jambi stated
that teacher behavior was the highest factor causing anxiety in
speaking English (Sari & Ningsih, 2022). Other contributing factors are
similar to those experienced by students, such as fear of being laughed
at by peers when making mistakes, anxiety due to inadequate
preparation for speaking, and fear stemming from limited vocabulary
knowledge (Sinadia & Ngingi, 2023),

867

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

This anxiety needs to be addressed in ways that align with
students’ perspectives. Based on the findings of this study, one of
effective approaches is to provide students with sufficient time and
encouragement to prepare. Preparation includes understanding the
discussion topic by taking notes on key points, listing new vocabulary,
and practicing speaking independently. Students also expressed the
desire for lecturers to foster a comfortable classroom atmosphere
where peers show mutual respect and offer positive responses when
someone speaks in front of the class. Additionally, students hope the
class environment is enjoyable, supported by familiar topics and the
incorporation of games during speaking sessions. Every student must
have the opportunity to speak in class. Furthermore, lecturers are
expected to structure speaking classes into segments covering warmup activities, material delivery, task completion, and speaking practice.
Feedback should be given constructively after students finish
speaking. These approaches align with strategies used by Jordanian
undergraduate students to manage and reduce their anxiety, which
include building self-confidence, creating a supportive environment,
ensuring preparation, and incorporating humor (Alhasan et al., 2024).
CONCLUSION
The results of this study revealed that the level of speaking
anxiety of students in the English Language Education Study Program
showed quite striking variations. Most students were in the moderate
anxiety category (56.8%), indicating that more than half of the student
population experienced fear when speaking English, but it was still at
a manageable level. Meanwhile, 24.9% of students were in the low
category, indicating a more stable level of confidence in speaking
situations, while 18.3% of them were classified as high, meaning that
almost one in five students experienced anxiety that was quite
disruptive to their learning process. This distribution was relatively
consistent across all classes, both students entering 2022 (final year
students), 2023 (middle level), and 2024 (freshmen level). Likewise,
when viewed from classes A, B, and C, each of which represents a

868

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

different entry path (achievement, test, and independent). The
Kruskal-Wallis test used in the statistical analysis showed no
significant difference between these classes. In other words, factors
such as the length of study or the entrance selection path do not have a
direct influence on students' speaking anxiety levels. This factor
implies that speaking anxiety is more psychological and situational
rather than based on formal administrative or academic characteristics.
The causes of anxiety vary depending on the level. Students
with high anxiety tend to face serious linguistic challenges, such as
poor vocabulary, grammar, and pronunciation skills. This result is
compounded by the lack of opportunities to speak in class, as well as
the discomfort of dealing with social reactions from classmates—such
as fear of being laughed at or judged negatively. In some cases,
students with high anxiety also show physical symptoms such as
shaking or losing concentration when asked to speak in public. On the
other hand, students with moderate anxiety generally show more
controlled anxiety, although they still feel pressured in certain
situations, especially when facing unfamiliar topics or speaking
spontaneously. However, they begin to develop coping mechanisms,
such as self-practice or calming down before speaking. However,
students with low anxiety show significantly different characteristics.
They generally have had exposure to and habits of using active English
in their daily lives, such as through conversations with friends, playing
online games in English, or enjoying English-language content. This
exposure strengthens their self-management skills and builds
confidence in academic situations so they can be more prepared and
relaxed when asked to speak in class.
To manage public speaking anxiety, students across all anxiety
levels agree that thorough preparation is the most effective strategy.
This preparation includes creating a well-structured script, practicing
independently to build familiarity, and gaining a solid understanding
of the topic to boost confidence. They also recommend that classroom
speaking activities be designed gradually and engagingly—starting
with light warm-ups, followed by group collaboration, and

869

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

culminating in more formal presentations. Creating a supportive and
pressure-free classroom environment is also essential, as it helps
students feel less intimidated. Therefore, lecturers are encouraged to
regularly assess students' anxiety levels and provide constructive
feedback after speaking sessions, allowing students to grow without
feeling overwhelmed. For future researchers, there is a need to develop
more targeted and adaptable instructional models that cater to diverse
student backgrounds. Scalable and effective strategies for managing
speaking anxiety are necessary. By implementing these approaches,
students are expected to overcome anxiety and develop strong
communication skills.
DECLARATION OF AI AND AI-ASSISTED TECHNOLOGIES
During the preparation of this work the authors used DeepL
(V.24.4.3) and Grammarly for optimizing language, grammar
correctness, and readability. The authors have reviewed and edited the
content as needed and take full responsibility for the content of the
publication after the use of this tool/service.
REFERENCES
Abrar, M., Fajaryani, N., Habizar, H., Miftahudin, M., & Sokoy, M.
(2022). Exploring EFL students’ speaking anxiety of English
Teacher Education Program at one public university in Jambi.
Indonesian Journal of EFL and Linguistics, 7(1), 15.
https://doi.org/10.21462/ijefl.v7i1.457
Abrar, M., Salim, M.M., Ali, R.M., & M. Rico, F. (2024). (Un)silencing
the silence: EFL Students’ speaking anxiety in answering
lecturers’ questions. JEELS (Journal of English Education and
Linguistics
Studies),
11(1),
131–156.
https://doi.org/10.30762/jeels.v11i1.1888
Afidawati, H., Arrasyid, F. I., & Ikawati, L. (2024). Minimizing EFL
learners’ speaking anxiety in the Post-Pandemic Era. JEELS

870

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

(Journal of English Education and Linguistics Studies), 11(1), 107–
130. https://doi.org/10.30762/jeels.v11i1.1886
Akkakoson, S. (2016). Speaking anxiety in English conversation
classroom among Thai students. Malaysian Journal of Learning
and Instruction, 13, 63–82. http://mjli.uum.edu.my
Alhasan, R. F., Huwari, I. F., Alqaryouti, M. H., Sadeq, A. E., Alkhaldi,
A. A., & Alruzzi, K. A. (2024). Confronting English speaking
anxiety: A qualitative study of Jordanian undergraduates at
Zarqa University. Journal of Language Teaching and Research,
15(6), 1782–1790. https://doi.org/10.17507/jltr.1506.03
Ali, B. J., & Anwar, G. (2021). Anxiety and foreign language learning:
Analysis of students’ anxiety towards foreign language
learning. International Journal of English Literature and Social
Sciences, 6(3). https://doi.org/10.22161/ijels
Al-Mukdad, S. (2021). The cause of speaking anxiety of preintermediate EFL learners and its effects on their oral
performance. Theory and Practice in Language Studies, 11(5), 580–
585. https://doi.org/10.17507/tpls.1105.18
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction
to Research in Education (8th ed.). Cengage Learning.
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
Desvitasari, D. (2023). Speaking anxiety of preservice english teachers
at tertiary level. LITERAL: English Teaching and Learning Journal,
1(2), 184–196. https://doi.org/10.19109/literal.v1i2.16921
Duan, R., Jiao, R., Pu, Y., & Xu, Y. (2021). Report on English public
speaking anxiety of Chinese college students. Transactions on

871

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Economics
and
Management,
2(1),
https://doi.org/10.6897/IETITEM.202103_2(1).0001

1–9.

Ghufron, A. (2011). Evaluasi Pembelajaran Matematika. Universitas
Terbuka.
Hooda, M., & Saini, A. (2017). Academic anxiety: An overview.
Educational Quest: An Int. J. of Education and Applied Social Science,
8(3), 807–810. https://doi.org/10.5958/2230-7311.2017.00139.8
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language
classroom anxiety. The Modern Language Journal, 70(2), 125–132.
https://www.jstor.org/stable/327317
Inada, T. (2021). Teachers’ strategies for decreasing students’ anxiety
levels to improve their communicative skills. English Language
Teaching, 14(3), 32–41. https://doi.org/10.5539/elt.v14n3p32
Kalra, R. (2020). Public speaking anxiety in the Thai EFL context. In
Journal: Language Education and Acquisition Research Network
Journal (Vol. 13, Issue 1).
Kenoh, A. R. I. (2021). A qualitative study on speaking anxiety among
pre-service teachers. Journal of Learning and Development Studies,
1(1), 34–39. https://doi.org/10.32996/jlds.2021.1.1.5
Khafidhoh, K., Wijayati, R. D., & Risa, S. H. (2023). Investigating
anxiety in speaking among EFL students: A Qualitative Study.
Ahmad
Dahlan
Journal
of
English
Studies,
10(1).
https://doi.org/10.26555/adjes.v10i1.212
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in
Educational Research: From Theory to Practice (2nd ed.). John
Wiley & Sons, Inc.
Muna, H., UIN Ar-Raniry, F., & Aceh, B. (2019). foreign language
speaking anxiety: A case study at English department students
872

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

of IAIN Lhokseumawe and AL Muslim University. Jurnal Ilmiah
DIDAKTIKA, 19(2).
Najiha, & Sailun, B. (2021). An analysis of students’ speaking anxiety
in English classroom at SMAN 2 Siak Hulu. Lectura: Jurnal
Pendidikan, 12(2). https://doi.org/10.31849/lectura.v12i2.7518
Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A
systematic review. Arab World English Journal, 10(3), 309–317.
https://doi.org/10.24093/awej/vol10no3.21
Neman, M. I. E., & Ganap, N. L. (2018). Student anxiety in learning
English as a Foreign Language (EFL). The 65th TEFLIN
International Conference, 68–73.
Nuraeni, A., Jingga, R., Aryatie, B., Azizah, N., & Warni, S. (2023).
Strategies used by student to reduce anxiety in speaking
English.
ELLTER-J,
4(1),
117–126.
https://doi.org/10.22236/ellter.v4i1.11416.g3637
Oktaviani, F. S., Radjab, D., & Ardi, H. (2013). An analysis of students’
English language anxiety at SMAN 7 Padang. Journal of English
Language Teaching, 1(3).
Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL
learners: The case at a state university. Journal of Language and
Linguistic Studies, 10(1), 1–17. www.jlls.org
Özütürk, G., & Hürsen, Ç. (2013). Determination of English language
learning anxiety in EFL classrooms. Procedia - Social and
Behavioral
Sciences,
84,
1899–1907.
https://doi.org/10.1016/j.sbspro.2013.07.055
Sari, M. N., & Ningsih, P. E. A. (2022). An analysis of students’
motivation and anxiety on learning English at SMA Negeri 6
Kerinci. Pendekar: Jurnal Pendidikan Berkarakter, 5(3), 181–188.
https://doi.org/10.31764/pendekar.v5i3.10994
873

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Sinadia, A. R., & Ngingi, Y. A. (2023). Exploring the sources of speaking
English anxiety experienced by vocational senior high school
students. Jurnal Komunikasi Pendidikan, 7(1), 2549–4163.
https://doi.org/10.32585/jurnalkomdik.v7i1.2687
Strauss, A., & Corbin, J. (2015). Dasar-dasar penelitian kualitatif:
Tatalangkah danteknik-teknik teoritisasi data (4th ed.). Pustaka
Pelajar Offset.
Subaşı, G. (2010). What are the main sources of Turkish EFL students’
anxiety in oral practice? Turkish Online Journal of Qualitative
Inquiry, 1(2), 29–49. https://doi.org/10.17569/tojqi.29608
Sugiyati, K., & Indriani, L. (2021). Exploring the level and primary
causes of public speaking anxiety among English department
students. Journal of Research on Language Education (JoRLE), 2(1),
57–66. https://doi.org/10.33365/jorle.v2i1.906
Suparlan. (2021). Factors contributing students’ speaking anxiety.
JOLLT Journal of Languages and Language Teaching, 9(2), 160–169.
https://doi.org/10.33394/jollt.v%vi%i.3321
Syahfutra, W., & Wibowo, A. P. (2021). Students’ speaking anxiety in
English education study program. ELT-Lectura: Studies and
Perspectives in English Language Teaching, 8(1), 74–83.
https://doi.org/10.31849/elt-lectura.v8i1.5920
Taly, B. C., & Paramasivam, S. (2020). Speaking anxiety among
postgraduate international students in the academic context of
a university in Malaysia. International Journal of Linguistics, 12(1),
198. https://doi.org/10.5296/ijl.v12i1.16053
Tridinanti, G. (2018). The correlation between speaking anxiety, selfconfidence, and speaking achievement of undergraduate EFL
students of private university in Palembang. International

874

Norahmi, M., Aristia, C. F., & Mairing, J. P. (2025). Student speaking anxiety, causal factors, and
recommendations: A mixed methods research. JEELS (Journal of English Education and Linguistics
Studies, 12(2), 843-875.

Journal of Education and Literacy Studies,
https://doi.org/10.7575/aiac.ijels.v.6n.4p.35

6(4),

35.

Umisara, E., Faridi, A., & Yulianto, H. J. (2021). An evaluation of the
psychological factors influencing the students’ anxiety in
speaking
English.
EEJ,
11(4),
496–505.
http://journal.unnes.ac.id/sju/index.php/eej

875