THE UNIVERSITY OF DANANG

UNIVERSITY OF FOREIGN LANGUAGE STUDIES

DEPARTMENT: FOREIGN LANGUAGE TEACHER EDUCATION
----------

FINAL REPORT
SCIENTIFIC RESEARCH PROJECTS OF STUDENTS
YEAR: 2022-2023

SURVEY OF SPEAKING ANXIETY OF 2ND-YEAR STUDENTS MAJORING IN

ENGLISH AT THE UNIVERSITY OF DA NANG - UNIVERSITY OF FOREIGN
LANGUAGE STUDIES

Field of Science and Technology: Social

Student: Đỗ Thị Yến Minh - 21SPA01
Nguyễn Thị Linh - 21SPA01
Nguyễn Thị Nga - 21SPA01
Major: English Language Teaching
Instructor: Nguyễn Bích Diệu, Ph.D

Danang, May 2023

 THE UNIVERSITY OF DANANG
UNIVERSITY OF FOREIGN LANGUAGE STUDIES
DEPARTMENT: FOREIGN LANGUAGE TEACHER EDUCATION

FINAL REPORT
SCIENTIFIC RESEARCH PROJECT OF STUDENTS
YEAR: 2022-2023

SURVEY OF SPEAKING ANXIETY OF 2ND-YEAR STUDENTS MAJORING IN

ENGLISH AT THE UNIVERSITY OF DA NANG-UNIVERSITY OF FOREIGN
LANGUAGE STUDIES.

Certification of presiding unit Student Representative

(signature, full name, stamp) (signature, full name)
Da Nang, May 2023
 ABSTRACT

This study focuses on surveying the level of anxiety when speaking of 2nd-year students
majoring in English at the University of Danang - the University of Foreign Language
Studies, and at the same time finding out the common causes of anxiety while speaking
English.40 second-year students majoring in English participated in the survey. The
anxiety scale when speaking a foreign language was used to measure the anxiety level of
the participants. The results show that in fact the majority of students participating in the
survey experience anxiety that may be above - average during speaking. In addition, the
causes of this phenomenon come from three groups: characteristics of the speaker,
characteristics of the speaking test, and characteristics of the speaking process. Since
then, a number of measures have been proposed by the authors to reduce this anxiety
state.
Keywords: Foreign Language speaking anxiety, speaking skills, English.

1
Table of Contents

CHAPTER 1.
INTRODUCTION.............................................................................................................6
1.1 Background of the Study.........................................................................................6
1.2 Rationale of the Study.............................................................................................6
1.3 Aim and Objectives of the Study............................................................................7
1.3.1 Aim.....................................................................................................................7
1.3.2 Objectives..........................................................................................................7
1.4 Research Questions..................................................................................................7
1.5 Significance of the Study.........................................................................................8
1.6 Scope of the Study....................................................................................................8
1.7 Structure of the Study.............................................................................................8
CHAPTER 2. LITERATURE REVIEW AND THEORETICAL BACKGROUND...9
2.1 Review of the Previous Studies...............................................................................9
2.2 Theoretical Background........................................................................................11
2.2.1 Definition and Types of Anxiety....................................................................11
2.2.2 Foreign Language Anxiety.............................................................................11
2.2.3 Foreign Language Speaking Anxiety............................................................12
2.2.4.Sources of Speaking Anxiety..........................................................................12
2.2.5 Impact of FLSA on learners..........................................................................13
CHAPTER 3. RESEARCH PROGRESS AND METHODOLOGY...........................14
3.1 Research Progress..................................................................................................14
3.2 Research Methodology..........................................................................................14
3.2.1 Research Approach.........................................................................................14
3.2.2 Research Subjects...........................................................................................14
3.2.3 Survey Objects................................................................................................14
3.2.4 Data collection instrument.............................................................................15
3.2.5 Research ethics................................................................................................16

2
CHAPTER 4. FINDINGS AND DISCUSSION............................................................16
4.1 The level of Speaking Anxiety perceived by 2nd-year students majoring in
English at the University of Danang – University of Foreign Language Studies...16
4.2 The Causes of Speaking Anxiety for UFLS Students.........................................17
4.2.1 Speaker Characteristics (English proficiency, Psychological factors,
Background knowledge on some topics)................................................................17
4.2.2 Characteristics of the speaking topic (requirements, vocabulary,
preparation time).....................................................................................................20
4.2.3 Characteristics of the speaking process (Ambient noise, peer pressure,
teacher).....................................................................................................................22
4.3 Solutions to eliminate and reduce Foreign Language Speaking Anxiety.........23
CHAPTER 5. CONCLUSIONS AND IMPLICATIONS.............................................25
5.1 Summary.................................................................................................................25
5.2 Major Findings.......................................................................................................25
5.3 Implications............................................................................................................27
5.4 Limitations..............................................................................................................28
5.5 Recommendation...................................................................................................28
REFERENCES
APPENDIX 1
APPENDIX 2

3
 LIST OF ACRONYMS

Full Phrase Acronym

FLSA Foreign Language Speaking Anxiety
UFLS The University of Danang – University of
Foreign Language Studies
FLCAS Foreign Language Classroom Anxiety
Scale

4
 LIST OF TABLES
Table 1: Number of students participating in the survey.
Table 2: Table of Standards of FLSA level.
Table 3: Causes of Speaking Anxiety related to Speaker Characteristics
Table 4: Causes of Speaking Anxiety related to Characteristics of the Speaking
Topic.
Table 5: Causes of Speaking Anxiety related to Characteristics of the speaking
progress.
LIST OF FIGURE
Figure 1: Solutions to eliminate and reduce Foreign Language Speaking Anxiety.

5
1. INTRODUCTION
1.1. Background of the Study
English is the language of international communication and it is widely used
in Viet Nam. As the second most important language, English is extensively used in
the education system from the primary up the tertiary level. But when it comes to
studying English, very few students nowadays are sure that they can utilize English
with ease, despite the fact that they also work really hard to improve their results.
Anxiety when learning a foreign language is one of the major barriers that prevent
learners from showing their true abilities. Moreover, in any language, there are
always four skills that need to be cultivated throughout, including: Listening,
Speaking, Reading, and Writing. In particular, speaking skill is considered an
important skill that is used frequently not only in study but also in life. However,
for university students in general or second-year students of the University of
Foreign Languages-Da Nang University in particular, speaking in front of many
people makes them feel nervous. Many students dread the prospect of speaking in
front of their peers or lecturers, particularly when it comes to oral exams. This
anxiety can manifest in various ways, such as physical symptoms like sweating,
shaking, or a racing heartbeat. 
1.2. Rationale of the Study
College life can be overwhelming with academic pressures, social adjustments,
and personal challenges. While anxiety is a universal experience, it is important to
understand the extent to which it affects college students, particularly those in their
second year. Therefore, we conducted this study to find out the level of anxiety as
well as the prevalence of anxiety among 2nd-year students majoring in English
pedagogy at the University of Foreign Languages-Da Nang University when taking
the speaking test. This study aims to investigate the prevalence and severity of
anxiety in second-year students when taking oral exams. The study will also
explore the potential factors that contribute to anxiety in this group of students. By

6
 understanding the nature of anxiety in this context, we can develop strategies to
help students manage their anxiety and improve their academic performance.
1.3. Aim and Objectives of the Study
1.3.1. Aim

For many Vietnamese learners of English, speaking is considered the most

challenging skill to master, especially for adult learners. The first aim of the present
study is to find how anxious students of English are perceived in speaking English in
the classroom. Secondly, the causes of speaking anxiety and the solutions will be
investigated. The findings from the study will be beneficial for both teachers and
students in understanding the causes that make students feel anxious in speaking
classrooms as well as lowering the negative effects of speaking anxiety to gain better
academic achievements.

1.3.2. Objectives

To achieve the aim of the study, the following objectives are set:

- To investigate the level of speaking anxiety perceived by 2nd-year students

majoring in English at the University of Danang - University of Foreign
Language Studies.
- To explore the causes of speaking anxiety for ULFS students.
- To eliminate and reduce foreign language speaking anxiety.

1.4. Research Questions

To fulfill the aim and objectives mentioned above, the study tries to find the information
for the following questions:

1.  What is the level of speaking anxiety perceived by 2nd-year students majoring in

English at the University of Danang - University of Foreign Language Studies?
2.  What are the causes of speaking anxiety for UFLS students? 
3. How to eliminate, and reduce foreign language speaking anxiety?

7
1.5. Significance of the Study

The study will be conducted through a survey questionnaire that will be distributed
to second-year university students. The questionnaire will include items that measure
anxiety levels, past public speaking experiences, self-confidence, and personality traits.
The data collected will be analyzed using descriptive statistics and regression analysis.
The results of this study will contribute to the literature on anxiety among university
students and provide insights into the psychological factors that underlie anxiety. This study help
educators and policymakers identify effective interventions that can promote mental health and
well-being in students.

1.6. Scope of the Study

Within the scope of the final project and due to the limitation of time, this study
was carried out with a population of 40 2nd year students who are currently studying at
the Faculty of Foreign Language Education, the University of Da Nang - University of
Foreign Language Studies.

1.7. Structure of the Study

- Chapter One: Introduction

- Chapter Two: Literature Review and Theoretical Background
- Chapter Three: Research Methodology
- Chapter Four: Findings and Discussion
- Chapter Five: Conclusions and Implications

2. LITERATURE REVIEW AND THEORETICAL BACKGROUND

2.1. Review of the Previous Studies

So far, there have been a number of research works related to the field of the
topic both in Vietnam and around the world.

In Vietnam, several studies have been done to analyze the causes of anxiety,
specific situations that cause anxiety, and strategies to help first-year students at the
8
National University of Technology in Hanoi overcome anxiety when speaking English
as a second language (Do Thi Hanh et al, 2021). According to the results obtained,
causes such as “lack of confidence”, “lack of knowledge of grammar rules” and “lack of
opportunities” are the main causes of anxiety among students when communicating in
English. In another study, Le Quang Dung (2020) investigated the level and causes of
anxiety among Thai Nguyen University students when learning English speaking skills.
The results show that students often have anxiety in speaking lessons in English, the
causes are divided into factors such as fear of making mistakes, fear of being laughed at,
lack of confidence fear of negative feedback, and fear of becoming the center of
attention. The study also found that students who had higher levels of anxiety gained
lower academic proficiency in speaking.

Not only in the country, anxiety while speaking English is a topic of deep interest
to many scientists around the world. There have been many studies conducted to
investigate the negative impacts of speaking anxiety on overall academic achievement.
In 2011, Mak did a survey on 313 Chinese ESL first-year university students using
Foreign Language Classroom Anxiety Scale (FLCAS). The findings were that speaking
in front of the class without preparation, being corrected when speaking, inadequate
wait time and not being allowed to use the first language in a second language class are
anxiety-provoking for speaking anxiety. Tianjian (2010) investigated 240 first-year non-
English majors at Guizhou College of Finance and Economics. The findings confirm
that (a) over 50% of the students reported undergoing moderate or high levels of
speaking anxiety, (b) there was no discrepancy between speaking anxiety and genders,
but a significant difference was found over groups (lower proficiency groups reported a
higher mean level of anxiety); (c) speaking anxiety had a complicated relationship to the
other variables; (d) personality factors were found to be the primary causes of speaking
anxiety; and (e) mutual influences existed between language achievement and speaking
anxiety. Alrabai (2014) carried out a three-year study on 1389 Saudi EFL learners, and
one of the very important findings was that anxiety can be seen as one of the main
reasons that can prohibit students from gaining a good level of language proficiency.
Recently, Oflaz (2019) studied 110 students learning German at Ondokuz Mayis

9
University, in Turkey. The study intended to investigate the relationship between
foreign language anxiety, shyness, language learning strategies, speaking scores, and
academic achievement of the participants. The findings were that shyness increases as
speaking anxiety rises. Despite the inconsistency of results among studies in different
areas, for different language teaching contexts, speaking anxiety is reported to attribute
significantly to the speaking performance of foreign language learners.

In summary, FLSA is a complex psychological phenomenon that has negative

effects on students' speaking ability, which should be taken care of and overcome by
students and teachers. Although this phenomenon has been noticed and studied by many
domestic and foreign researchers, there has not been any research that further
investigates the influence of anxiety when speaking English on the speaking ability of
second-year students,  Faculty of Foreign Language Teacher Education of the
University of Foreign Languages - University of Danang. In this research paper, we will
focus on learning about the mentioned subjects to find out the causes as well as propose
appropriate measures for 2nd-year students of the Faculty of Foreign Language Teacher
Education at the University of Danang – University of Foreign Language Studies.

2.2. Theoretical Background

2.2.1. Definition and Types of Anxiety

There have been numerous definitions of anxiety given by scholars in different

disciplines. Spielberger (1983) defined anxiety as the “subjective feeling of tension,
apprehension, nervousness, and worry associated with an arousal of the autonomic
nervous system” (p. 15). According to the Cambridge Dictionary of Psychology
(2009), anxiety is referred to as i) a fearful mood that has a vague or no specific focus
and is accompanied by bodily arousal. ii) In learning theory a secondary or
conditioned drive leads to an avoidance response (p. 65). Zeidner (2011) shares the
same view when making the distinction between anxiety and fear, while anxiety is
referred to as a psychological state in which the person’s sense of uneasy suspense and
worry is triggered by ambiguous circumstances, fear refers to an intense biological

10
adaptive physiological and behavioral response to the occurrence of a specific,
identifiable stimulus. By nature of the threat, fear is objective and identifiable, while
anxiety is subjective and the source of danger is not identified. In terms of the degree
of certainty of danger, fear is high but transitory, anxiety is low but lingering (pp. 5-7).
Spielberger (1966) (cited in Zeidner, 2011) made a distinction between trait anxiety
and state anxiety. The former belongs to personality characteristics, while the later
comes from conditions in a particular situation. Young (1991) emphasizes that it is not
a permanent feature, and it is a reaction that is triggered by the conditions of a
particular situation. Empirical research shows that the correlation between the trait and
state anxiety does exist (Moradi, et al. 2015, Leal, et al. 2017). Language learning
anxiety is somewhat different from other forms of anxiety. It is considered to be
situation-specific anxiety because, in the process of language learnisituation-
specificific anxiety recurs every time the learner attempts to use the language
(Zhanibek, 2001, Woodrow, 2006, Awan et al, 2010).

2.2.2. Foreign Language Anxiety

Foreign language anxiety (FLA) is the feeling of apprehension, self-

consciousness, tension, and worry, which stems from exposure to specific stimuli in
association with one or more of the receptive and/or productive skills in
second/foreign language (L2) learning (MacIntyre & Gardner, 1994:284).

2.2.3. Foreign Language Speaking Anxiety

The concept of speaking anxiety was mentioned by Horwitz et al. (1986) as “a

type of shyness characterized by fear of or anxiety about communicating with people”
(p.127). Pertaub, et al. (2001) contend that anxiety usually comes out when the
speakers need to deliver a public speech or communicate with a foreigner since they
have a fear of being judged or humiliated by other people. Although people are aware
that this nervousness is irrational, they cannot help feeling anxiety, which can result in
depression, distress, and frustration. Learners can be influenced by FLSA in the
classroom setting and while taking the English-speaking test.

11
 2.2.4. Sources of Speaking Anxiety

Speaking is reported to be the hardest part of language learning, especially for

those who are by nature introverted and shy. Price (1991) reported that students use
words such as “horrible," "frightening," "awful," "resentment," and "hatred" to
describe their experiences and feeling in foreign language speaking. The speech of
anxious students is often accompanied by blushing, trembling hands, a pounding heart
and headaches (Cohen & Norst, 1989). Liu (2006) examined the causes of anxiety
among 98 students of different levels of proficiency (34 low proficiency, 32
intermediate proficiency, and 32 high proficiency). The findings indicated that the
factors that caused them anxiety were lack of practice, lack of vocabulary, and low
English proficiency. Many of the students in Liu’s study reported that they did not
practice speaking at school so they were nervous at university when they have to speak
English. This is similar to the Vietnamese situation when school pupils focus too much
on written skills for high marks and for university entrance chances. Another study
conducted by Sadighi and Mehdi (2017) among 154 Iranian EFL students found that
the most significant causes of students’ anxiety were “fear of committing mistakes”,
“fear of being negatively evaluated”, and “limited knowledge of vocabulary”
respectively.

From the above studies, we can generalize 3 main causes of the FLSA phenomenon:

- Speaker characteristics (English proficiency, psychological factors, background

knowledge of some topics)
- Characteristics of the speaking topic ( requirements, vocabulary, preparation time)
- Characteristics of the speaking process (ambient noise, peer pressure, teacher)

2.2.5. Impact of FLSA on learners

Many studies on anxiety have been conducted and all show that they have a
negative impact on students' foreign language learning.

12
  First, anxiety affects our ability to express our opinions. According to Steinberg
and Horwitz, the higher the anxiety level, the more learners avoid applying foreign
language knowledge to convey their point of view, especially when they see an
increase in difficulty.

Second, anxiety has a negative effect on students' speaking ability. Most of the
students answered that they only feel relatively comfortable in expressing their
speaking skills when they have had a chance to prepare well in advance, but will tend
to "freeze" if suddenly asked. Students with anxiety often have a situation where they
know a unit of knowledge but forget it when taking a test or practicing speaking.

In addition, these students often repeat spelling and syntax errors. Making
mistakes in basic knowledge increases anxiety and frequency of repeating these
mistakes in the next time.

In summary, according to researchers, anxiety in learning affects the

formation of an effective "filter", it makes learners unable to receive input knowledge,
so the progress in the learning process language is not feasible.

3. RESEARCH PROGRESS AND METHODOLOGY

3.1. Research Progress

We surveyed 40 students majoring in English at the University of Danang -

University of Foreign Language Studies through questionnaires to clarify students'
speaking anxiety levels and find out what causes FLSA on students' exams.

3.2. Research Methodology

3.2.1. Research Approach

The design of the study based on the quantitative approach. The quantitative
approach was useful for determining the level as well as the causes of English

13
speaking anxiety of 2nd-year students majoring in English at the University of Danang
- University of Foreign Language Studies.

3.2.2. Research Subjects

The level of anxiety when speaking of students in the 2nd year of English
Education at the University of Foreign Languages, the University of Danang.

3.2.3. Survey Objects

Survey of 40 2nd year students of English Pedagogy, Faculty of Foreign

Language Pedagogy the University of Foreign Languages, the University of Danang,
as follows:

Table 1: Number of students participating in the survey.

Class 21SPA01 21SPA02
Amount 23 17
Total 40

3.2.4. Data collection instrument

3.2.4.1. Questionnaire for all survey subjects

The questionnaire designed to investigate the anxiety level of students when

speaking is divided into 3 parts:

Part 1: consists of 3 questions about general information of survey subjects: Full

name, gender, and class.

Part 2: consists of 3 sub-sections, covering students' anxiety when speaking English.

Based on previous studies, the topic divides the causes of anxiety into 3 factors
equivalent to 3 parts: speaker characteristics (part A), characteristics of the speaking
subject (part B), and characteristics of the speaking process (part C).
14
 Part 2 uses the Likert scale. Students answer according to their level of accuracy for
themselves. The Likert scale has 5 levels: (1) Never or almost never true of me,(2)
Usually not true of me,(3) Somewhat true of me, (4) Usually true of me,   (5) Always
or almost true of me . The higher the level, the more students encounter.

Part 3 consists of some solutions to help students limit anxiety when speaking
English.

3.2.4.2.Processing and Analyzing data

After collecting the answer sheets of the questionnaire, we analyze the results
based on the data from the respondents' responses. Data processed by software
Microsoft Excel and IBM SPSS Statistics 20.0

3.2.5. Research ethics

Survey subjects volunteered to participate in the study. The information of the

study subjects was kept confidential.

4. FINDINGS AND DISCUSSION

4.1. The level of Speaking Anxiety perceived by 2nd-year students majoring in

English at the University of Danang – University of Foreign Language Studies

The level of anxiety while speaking is shown in part 2 of the survey. This
section includes 20 questions about the experiences students have had in the process
of speaking English, measured on a scale of 1 to 5 (Likert Scale). In there:

- 1-2: Low level of anxiety

- 3: Average level of anxiety

- 4-5: High level of anxiety

After calculation, the collected data is compared with the  define FLSA level
group as follows:
15
 Table 2: Table of Standards of FLSA level.

FLSA score FLSA level

X≤40 Low

41≤X≤79 Normal

X≥80 High

The results we calculated from the survey: there are 1 student with FLSA
scores below 40 points, 31 students with FLSA scores between 41 and 79 points, and 8
students with FLSA scores above 80 points. Thus, the survey showed that 2.5% of
students had low anxiety levels, 77.5% of students had normal anxiety levels and 20%
of students had high anxiety levels. On the basis of the standard table, it can be
affirmed that the majority of the surveyed students have an average level of anxiety
when speaking English. This means that even though students experience anxiety
while speaking, this state is still within their control.

In addition, to have a more accurate view, we have calculated the average level of
anxiety when speaking English to the students on a scale of 5 levels and the result is
the average anxiety level. the average of the participating students is at 3.3 (higher
than the middle value of the scale – value 3). Therefore, it can be seen that, although in
general, most students have an average psychological state, in fact, during the
speaking process, they can still experience above-average anxiety.

In summary, FLSA is a common phenomenon that most 2nd year English

pedagogical students of the Faculty of Foreign Languages Education, University of
Foreign Languages, Danang University experience while speaking and most of the
time. you can self-regulate and focus on the speaking process. However, there is still a
part of students who are hindered by high anxiety while speaking, leading to English
speaking while studying and taking exams may be affected.

16
 4.2. The Causes of Speaking Anxiety for UFLS Students

4.2.1. Speaker Characteristics (English proficiency, Psychological factors,

Background knowledge on some topics)

Table 3. Causes of speaking anxiety related to speaker characteristics

Never or almost Somewhat Usually true of

never true of me/ true of me me/ Always or
The causes of FLSA
Usually not true of almost true of me
me
 

1. When I speak English, I often 17.5% 25% 57.5%

feel nervous and even panic
because I don't practice my
speaking skills.

2. I am afraid that my 7.5% 15% 77.55%

background knowledge on some
topics is limited while speaking
English.

3. I feel a lack of confidence 22.5% 22.5% 50%

when speaking English.

4. While speaking English, I feel 22.5% 30% 47.5%

nervous because I am afraid of
making mistakes when speaking.

17
5. While speaking English, I feel 25% 7.5% 67.5%
confused when I can't find the
words to express what I want to
say.

6. I am afraid of being the center 35% 27.5% 37.5%

of attention when I speak English
in class.

7. I'm afraid people will laugh at 20% 40% 40%

me if I say the wrong thing while
speaking English.

8. I feel nervous when I don't 20% 32.5% 47.5%

remember what I'm going to say
when I speak English.

9. I am afraid of hearing bad 17.5% 35% 47.5%

comments while speaking
English.

10. When I speak English, I feel 15% 27.5% 57.5%

nervous when I can't apply the
speaking strategies that I have
learned.

Based on the results of the responses obtained from part 2 of the survey, we
summarize the outstanding reasons for the group of speaker characteristics that have
the most influence on students when speaking English. Specifically:

18
 + Lack of background knowledge on topics is a major cause of anxiety. Up to 77.55%
of students surveyed have this condition.

+ 67.5% of the survey subjects said that the lack of vocabulary is also one of the
obstacles to the process of speaking English. When they can't find the words they want
to express their opinion, they become confused and lack confidence.

+ Most of the students experience speaking anxiety problems if they do not practice
their speaking skills regularly and do not apply the speaking strategies they have
learned. Up to 57.5% of students have this condition.

4.2.2. Characteristics of the speaking topic (requirements, vocabulary,

preparation time)

Table 4: Causes of speaking anxiety related to characteristics of the speaking topic.

Never or Usually true of

almost never me/ Always or
Somewhat
true of me/ almost true of
The causes of FLSA true of me
Usually not me
true of me

11. I feel worried about 15% 20% 65%

the difficulty of the
topic.

12. When I speak 5% 37.5% 57.5%

English, I feel confused
when I don't have time
to prepare for the
content of the talk.

19
 13. I feel nervous when 10% 20% 70%
I encounter new topics
that I have never
encountered.

14. I feel confused and 7.5% 30% 62.5%

worried when I do not
understand the
requirements of the
topic.

15. I feel confused and 15% 32.5% 52.5%

worried when there are
speaking topics with
many difficult
vocabulary and
grammar.

The requirements, vocabulary, and preparation time is also related to the anxiety
that students often suffer from when speaking English.

+ 70% of students surveyed believe that encountering a strange topic that they have
never encountered will make them confused and worried. This will affect their speech.

+ 65% of students feel worried about the difficulty of the speaking topic. Closely
following this figure are 62.5% of the respondents who said that the ambiguity or
failure to understand the requirements of the topic will make it difficult for them to
speak. That leads to anxiety, and not being confident when speaking.

+ The surveyed students are likely to become anxious when speaking if they do not
have time to prepare for the speaking content or because there are too much difficult
vocabulary and grammar in the speaking topic, with 57, respectively, 5%, and 52.5%
for each group.
20
4.2.3. Characteristics of the speaking process (Ambient noise, peer pressure,
teacher)

Table 5: Causes of speaking anxiety related to characteristics of the speaking process

Never or almost
never true of me/
Somewhat Usually true of
Usually not true of
The causes of FLSA true of me me/ Always or
me
almost true of me
 
 

16. I get nervous if 30% 35% 35%

there's noise from my
surroundings

17. When I speak 15% 27.5% 57.5%

English, I feel nervous
if I'm on a speaking
test.

18. I feel troubled and 22.5% 25% 52.5%

nervous when I have
to discuss with
strangers.

19. I feel nervous 12.5% 30% 57.5%

when speaking if the
teacher calls out my
name unexpectedly.

20. I feel confused 25% 35% 40%

21
 and worried if the
people surrounding
speak better than me.

Throughout the process of speaking English, in addition to the characteristics of

the speaker and the characteristics of the speaking topic, environmental factors also
have a certain influence on the students' speaking process. 57.5% of the students
surveyed said that being called by the teacher unexpectedly or during the speaking test
would make them feel nervous and unable to speak fluently. In addition, 52.5% of
students said that having to discuss with people also makes their speaking ability
limited. They may be shy or unable to keep up if they have to talk with people who
speak better than them.

4.3. Solutions to eliminate and reduce Foreign Language Speaking Anxiety

Figure 1: Solutions to eliminate and reduce Foreign Language Speaking Anxiety.

22
 To overcome anxiety when speaking English, the authors have proposed a few
measures for students to participate in the selection survey. In which, a few effective
measures selected by students are:

- Learn vocabulary, grammar and pronunciation. These are the basic knowledge, the
mandatory requirements for learners of any language. With 72.5% of surveyed
students choosing, this is one of the effective measures for English-speaking learners.

- 70% of students choose to practice speaking skills more such as practicing speaking
topics, taking tests or practicing speaking in front of a mirror, along with learning
more listening and reading skills. These are skills that greatly help learners' speaking
ability.

- For Self-assessment after speaking or communication sessions, 67.5% of students

choose this method as a way to improve their English speaking effectively.

- 50% of students choose to take online English speaking courses. This is also a way to
help you communicate, learn skills to talk to people in a lively and effective way.

Besides the above methods, there is another method that many researchers
encourage to use, which is "Building your own test strategy", but this is not the first
method chosen by students. , only 62.5% of students participating in the survey choose
this method. This proves that students are conscious of attaching importance to
improving their own speaking skills rather than simply applying strategies to speak
English and strategies that only contribute to helping students speak better. is not a
determining factor in their ability to speak.

5. CONCLUSIONS AND IMPLICATIONS

5.1. Summary

The purpose of this study was to focus on surveying the level of anxiety when
speaking of 2nd-year students, and at the same time finding out the common causes of
anxiety while speaking English.
23
       In order to achieve the objectives, the following specific questions were raised in
the study:

1. What is the level of speaking anxiety perceived by 2nd-year students

majoring in English at the University of Danang - University of Foreign Language
Studies?
2. What are the causes of speaking anxiety for UFLS students? 
3. How to eliminate, and reduce foreign language speaking anxiety?

The data were gathered mainly through get survey from all the participants (40
students). The data obtained were analyzed in numbers and percentages. Based on the
analysis of the data, the following findings were collected from the study.

5.2. Major Findings

5.2.1. What is the level of speaking anxiety perceived by 2nd-year students
majoring in English at the University of Danang - University of Foreign
Language Studies?
The authors discovered that FLSA is a widespread phenomenon that has an
impact on students' psyche when speaking as a result of survey and interview data. In
terms of FLSA levels, it's interesting to note that while the majority of students have
ordinary levels of anxiety, this level can spike when they take the speaking test, but it's
worthwhile. Keep in mind that they can still remain positive and perform well on the
test. Undoubtedly, though, a lot of students still experience extreme anxiety
throughout the exam, which might have an impact on their speech. The author
suggests some solutions to address this issue after recognizing the factors that
contribute to FLSA in speaking test participants. Among the measures, the majority of
surveyed students chose to improve their TA level by practicing more on their own
with the support of teachers.
5.2.2.What are the causes of speaking anxiety for UFLS students?
The research results show the outstanding reasons for the group of speaker
characteristics that have the most influence on students when speaking English.
Anxiety is frequently brought on by a lack of information about a subject. One of the
24
challenges in speaking English is a limited vocabulary. When they are unable to
convey themselves verbally, they feel perplexed and lose confidence in their English-
speaking abilities. Students' inability to speak English smoothly is significantly
hampered by a variety of factors, including pronunciation difficulties and a fear of
making grammar mistakes. Finally, cultural differences and the fear of being
misunderstood or offending others can also contribute to anxiety in speaking English.
5.2.3.How to eliminate, and reduce foreign language speaking anxiety?
Foreign language speaking anxiety is a common problem that many people
experience when trying to speak a new language. Through our survey, we have found
great solutions to help you eliminate or reduce anxiety when speaking a foreign
language:
 Practice more than speaking skills. (Practice speaking on topics, doing exam
questions, practicing speaking in front of a mirror,...): The more you practice, the
more comfortable you will become with the language. Try to practice speaking
with someone who is fluent in the language, or practice speaking to yourself.
 Learn vocabulary, grammar, and pronunciation: These are the fundamental skills
that all language learners must possess. One of the most successful strategies for
English-language learners is this one.
 Enhance listening and reading skills: Listening is vital in the language classroom
because it provides input for the learner. Without understanding input at the right
level, any learning simply cannot begin. They hear it as an impetus, not an
obstacle, to interaction and learning.
 Build your speaking strategy: Set realistic goals for yourself, and celebrate when
you achieve them. This will help you feel more confident and motivated to
continue practicing.
 Take online English-speaking courses: Joining an online course can be a great
way to practice speaking with native speakers and get feedback on your language
skills.
 Besides the above methods, there is another method that many researchers
encourage to use, but this is not the first method chosen by students. And

25
 remember that language learning is a process, and it takes time and practice to
become comfortable with a new language. Be patient with yourself, and don't be
afraid to make mistakes.
5.3. Implications
A study of second-year English-speaking anxiety may have the following effects
and implications:
1. Raising students' awareness of English speaking anxiety: The study can help
students become more aware of English speaking anxiety, and provide methods to
reduce it. this anxiety.
2. Help students improve their English speaking skills: The study can help students
improve their English speaking skills by finding pronunciation patterns, expressions,
and vocabulary usage to reduce anxiety when speaking.
3. Enhance student confidence.
5.4. Limitations
Besides the objective results that we have drawn from this study, there are still
some limitations and certain influences on the research results, which is that some
students often have a lot of anxiety when taking the speaking test did not participate
in phase 2 of the survey and interview, so we have not been able to collect more
specific information about the causes and remedial measures. Additionally, because
the research team is made up of students and the survey respondents share the same
viewpoint, it is challenging to establish environments that are comparable to the
assessment (scoring) speaking exam in practice. Being aware that the sample exam is
not an actual test with evaluation might help students feel less anxious during the
test, which can have an impact on study outcomes.

Despite the above-mentioned limitations, we hope that this scientific study will
provide students and instructors at the University of Foreign Languages—University
of Danang with a fresh perspective on the phenomenon of FLSA when taking the
speaking test. We also hope that this study will help students and instructors find
solutions and, most importantly, raise their listening proficiency.
5.5. Recommendation
26
 This study examined the reasons for and suggested remedies for the anxiety
experienced by second-year English majors taking the speaking examination. Future
research should focus on the effectiveness of FLSA reduction tactics as well as the
anxiety levels during the speaking test. Additionally, it's important to research this
phenomenon in other areas of English proficiency, such as reading, speaking, and
writing, as well as in other foreign languages.

27
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Do, T. H & Vu, T. P. T. (2022). Phân tích sự lo lắng của sinh viên năm nhất đối với kĩ
năng nói Tiếng Anh tại trường Đại học Công nghiệp Hà Nội. Từ điển học và Bách
khoa toàn thư, số 4(78), 148-154

3
 APPENDIX 1 (PHỤ LỤC 1):
Survey

I. General information

1. Your name is:……………………………………………………………….

2. Your class is:

21SPA01 21SPA02

3. Sex:

Male Female Other

II. Anxiety level while speaking English

In this survey, the questions are all about your psychological state when speaking
English.Please read each sentence carefully and tick your answer according to your level.

The scale scale will be:

(1) Never or almost never true of me

(2) Usually not true of me

(3) Somewhat true of me

(4) Usually true of me

(5) Always or almost true of me

Part A:

4
  (1) (2)  (3) (4) (5)

1. When I speak English, I often feel nervous and even panic

because I don't practice my speaking skills.

2. I am afraid that my background knowledge on some topics is

limited while speaking English.

3. I feel a lack of confidence when speaking English.

4. While speaking English, I feel nervous because I am afraid

of making mistakes when speaking.

5. While speaking English, I feel confused when I can't find the

words to express what I want to say.

6. I am afraid of being the center of attention when I speak

English in class.

5
7. I'm afraid people will laugh at me if I say the wrong thing
while speaking English.

8. I feel nervous when I don't remember what I'm going to say

when I speak English.

9. I am afraid of hearing bad comments while speaking

English.

10. When I speak English, I feel nervous when I can't apply the
speaking strategies that I have learned.

Part B:

(1) (2) (3) (4) (5)

11. I feel worried about the difficulty of the topic.

12. When I speak English, I feel confused when I don't have

time to prepare for the content of the talk.

6
13. I feel nervous when I encounter new topics that I have never
encountered.

14. I feel confused and worried when I do not understand the

requirements of the topic.

15. I feel confused and worried when there are speaking topics
with a lot of difficult vocabulary and grammar.

Part C:

(1) (2) (3) (4) (5)

16. I get nervous if there's noise from my surroundings

17. When I speak English, I feel nervous if I'm on a speaking

test.

18. I feel troubled and nervous when I have to discuss things

with strangers.

7
19. I feel nervous when speaking if the teacher calls out my
name unexpectedly.

20. I feel confused and worried if the people surrounding speak

better than me.

III. Solutions to eliminate and reduce foreign language speaking

anxiety

Solutions (1) (2) (3) (4) (5)

1. Practice more than speaking skills. (Practice speaking by

topics, doing exam questions, practicing speaking in front of a
mirror,...)

2. Learn vocabulary, grammar, and pronunciation

3. Take online English-speaking courses

4. Self-assessment after speaking or communication sessions

5. Enhance listening and reading skills

6. Build your speaking strategy

Thank you very much!

8
APPENDIX 2 (Phụ Lục 2)

Calculation formulas

1. Average anxiety level of survey subjects

Average anxiety index = total score of all answers / total number of answers

2. Standard Table

- In 20 survey questions, choice 1, 2, 3, 4 and 5 is equivalent to 1 point, 2

points, 3 points, 4 points and 5 points. Assuming you choose level 2 for all
questions, the maximum score is 40. And level 2 or less is a low level of
anxiety. Therefore, X≤40 is the region of low anxiety.

- Similarly, assuming you choose level 4 for 20 questions, your total score is
80, and level 4 or higher is the high anxiety zone. So, X≥80 is the area of high
anxiety. Therefore, the area 41≤X≤ 79 between the above two zones is
normal.