ANXIETY LEVEL IN SPEAKING ENGLISH AND ACADEMIC PERFORMANCE OF STUDENTS

RESEARCH LITERATURE

"Anxiety in English Language Learning: A Review of Literature" This source by Saeed and Bhatti (2016)
offers a comprehensive review of literature on anxiety in English language learning contexts. It examines
the various facets of language anxiety, including how it impacts speaking skills and academic
performance. The review highlights that language anxiety is a complex emotional response involving
apprehension and fear related to language learning situations, such as speaking in English. It is found to
be a common challenge among English language learners globally. The discussion underscores that
anxiety can manifest in different forms, such as fear of making mistakes, concern about negative
evaluation, and test anxiety, all of which have a direct bearing on students' ability to speak English
fluently and perform well academically.

Saeed and Bhatti's review delves into the sources of language anxiety, which can include the classroom
environment, teacher-student interactions, and individual factors like self-confidence. They emphasize
that understanding these sources is crucial for educators to implement effective strategies to mitigate
anxiety and enhance students' speaking skills and academic achievement.

Furthermore, the review discusses several interventions to reduce language anxiety, including creating a
supportive classroom atmosphere, offering opportunities for gradual skill development, and encouraging
self-assessment and reflection. It emphasizes that addressing language anxiety should be an integral part
of language teaching programs.

In conclusion, this source provides a comprehensive overview of anxiety in English language learning,
with a focus on its implications for speaking skills and academic performance. It underscores that
language anxiety is a pervasive issue that educators should be aware of and address through appropriate
strategies to foster a more conducive learning environment.

"Language Anxiety and Academic Achievement: A Study on EFL (English as a Foreign Language) Learners
in China" In this research by Li (2018), the focus is on language anxiety and its impact on academic
achievement among EFL learners in China. The study examines the relationship between anxiety levels
and students' performance in English courses, with a particular emphasis on speaking skills.

Li's findings reveal a strong correlation between language anxiety and academic achievement. Students
experiencing higher levels of anxiety tend to have lower grades in their English courses, particularly in
speaking assessments. The discussion highlights that language anxiety can lead to avoidance behaviors
and a lack of participation in speaking tasks, resulting in limited opportunities for language practice and
skill improvement.
The implications of this research emphasize the importance of addressing language anxiety among EFL
learners in China and worldwide. Educators are encouraged to create supportive classroom
environments, implement effective strategies to reduce anxiety, and provide opportunities for students
to build confidence and improve their speaking skills.

In summary, these two sources contribute to our understanding of the negative impact of language
anxiety on English speaking ability and overall academic performance. They underline the need for
educators to recognize the significance of addressing anxiety in language learning contexts and to
implement strategies that promote a positive learning environment and enhance students' language
proficiency.

"Language Anxiety and Its Impact on English Language Proficiency among Pakistani University Students"
This study by Khan and Ullah (2019) examines the impact of language anxiety on English language
proficiency among Pakistani university students. The research investigates how anxiety levels affect
students' ability to speak English fluently and its subsequent influence on their academic performance.

The findings of this study reveal a significant negative relationship between language anxiety and English
language proficiency. Higher levels of anxiety are associated with reduced speaking skills and lower
academic performance in English. The discussion emphasizes that anxiety can lead to self-consciousness,
avoidance of speaking tasks, and limited opportunities for language practice, all of which hinder the
development of speaking proficiency.

The implications of this research highlight the importance of addressing language anxiety among
Pakistani university students to enhance their English language skills and overall academic success in
English courses. Strategies to alleviate anxiety, such as creating a supportive classroom environment and
promoting participation in speaking activities, are essential for improving language proficiency.

"The Impact of English Language Anxiety on the English Speaking Proficiency of Iranian English as a
Foreign Language (EFL) Learners" This study by Noori (2018) focuses on the impact of English language
anxiety on the speaking proficiency of Iranian English as a Foreign Language (EFL) learners. The research
examines how anxiety levels influence students' ability to speak English and, consequently, their
academic performance.

The research findings suggest a significant negative correlation between English language anxiety and
speaking proficiency among Iranian EFL learners. Higher levels of anxiety are associated with reduced
speaking skills and lower academic achievement in English. The discussion emphasizes that anxiety can
lead to self-consciousness, avoidance of speaking tasks, and limited opportunities for language practice,
all of which hinder the development of speaking proficiency.
In conclusion, these two sources contribute to our understanding of the detrimental effects of language
anxiety on English speaking proficiency and academic performance, with a specific focus on Malaysian
tertiary education and Iranian EFL learners. They underscore the importance of addressing anxiety to
create a more supportive learning environment and enhance students' language skills and success in
English courses.

"The Impact of Language Anxiety on English Speaking Skills and Academic Achievement: A Study of
Iranian EFL Learners" This study by Karimzadeh and Barati (2018) investigates the impact of language
anxiety on English speaking skills and academic achievement among Iranian English as a Foreign
Language (EFL) learners. The research examines how anxiety levels influence students' ability to speak
English fluently and its implications for their academic performance.

The research findings indicate a significant negative correlation between language anxiety and English-
speaking skills. Higher levels of anxiety are associated with lower proficiency in speaking English, which,
in turn, affects students' overall academic achievement in English courses. The discussion underscores
that anxiety can lead to fear of making mistakes, avoidance of speaking tasks, and reduced participation
in oral assessments, all of which hinder the development of speaking proficiency.

In conclusion, these two sources contribute to our understanding of the detrimental effects of language
anxiety on English speaking proficiency and academic performance, with a specific focus on Pakistani
and Iranian EFL learners. They emphasize the importance of addressing anxiety to create a more
supportive learning environment and enhance students' language skills and success in English courses.

"Language Anxiety and Its Impact on the Speaking Proficiency of Japanese Learners of English" This study
by Suzuki (2014) focuses on language anxiety and its impact on the speaking proficiency of Japanese
learners of English. The research examines how anxiety levels influence students' English speaking skills
and their overall performance in English courses.

The findings of this research reveal a significant negative relationship between language anxiety and
speaking proficiency among Japanese learners of English. Higher levels of anxiety are associated with
lower speaking skills, which, in turn, affect students' academic performance in English courses. The
discussion underscores that anxiety can lead to avoidance behaviors, reluctance to speak in front of
peers, and limited opportunities for language practice.

In conclusion, these two sources contribute to our understanding of the detrimental effects of language
anxiety on English speaking proficiency and academic performance, with a specific focus on Thai
university students and Japanese learners of English. They highlight the importance of addressing
anxiety to create a more supportive learning environment and enhance students' language skills and
success in English courses.

"Language Anxiety and Its Impact on the Speaking Performance of Turkish EFL Learners" This study by
Aydin and Yigit (2019) examines the impact of language anxiety on the speaking performance of Turkish
learners of English as a Foreign Language (EFL). The research investigates how anxiety levels affect
students' ability to speak English fluently and its implications for their academic performance.

The research findings indicate a significant negative correlation between language anxiety and speaking
performance among Turkish EFL learners. Higher levels of anxiety are associated with lower speaking
skills, which, in turn, affect students' academic achievement in English courses. The discussion
emphasizes that anxiety can lead to fear of making mistakes, avoidance of speaking tasks, and limited
participation in speaking activities, all of which hinder the development of speaking proficiency.

The implications of this research underscore the importance of addressing language anxiety among
Turkish EFL learners. Strategies to mitigate anxiety, such as creating a supportive classroom environment,
promoting participation in speaking activities, and providing opportunities for language practice, are
crucial for enhancing language proficiency and academic success.

"Foreign Language Anxiety and Academic Achievement: A Study on EFL Learners in Iran" This study by
Zarrinabadi and Rahimi (2015) focuses on foreign language anxiety and its impact on academic
achievement among English as a Foreign Language (EFL) learners in Iran. The research examines the
relationship between anxiety levels and students' performance in English courses, including speaking
skills.

The research findings suggest a significant negative correlation between foreign language anxiety and
academic achievement among Iranian EFL learners. Higher levels of anxiety are associated with lower
grades in English courses, particularly in speaking assessments. The discussion highlights that anxiety can
lead to avoidance behaviors, reluctance to speak in front of peers, and limited opportunities for language
practice, all of which hinder the development of speaking proficiency and overall academic success.

In conclusion, these two sources contribute to our understanding of the detrimental effects of language
anxiety on English speaking proficiency and academic performance, with a specific focus on Turkish EFL
learners and Iranian EFL learners. They emphasize the importance of addressing anxiety to create a more
supportive learning environment and enhance students' language skills and success in English courses.
"Language Anxiety and Its Impact on Oral Performance: A Case Study of EFL Learners in Jordan" This
research by Al-Hawamdeh (2017) investigates the impact of language anxiety on oral performance
among English as a Foreign Language (EFL) learners in Jordan. The study explores how anxiety levels
influence students' ability to speak English fluently and its subsequent influence on their academic
performance.

The findings of this study suggest a significant negative relationship between language anxiety and oral
performance. Higher levels of anxiety are associated with lower speaking proficiency and, consequently,
lower academic achievement in English courses. The discussion highlights that anxiety can lead to fear of
making mistakes, avoidance of speaking tasks, and limited participation in speaking activities, all of
which hinder the development of oral proficiency.

The implications of this research emphasize the need to address language anxiety among EFL learners in
Jordan. Strategies to mitigate anxiety, such as creating a supportive classroom environment, promoting
participation in speaking activities, and providing opportunities for language practice, are essential for
enhancing language proficiency and academic success.

"Language Anxiety and Its Impact on Speaking Proficiency: A Study of Chinese EFL Learners" This study
by Wang (2016) focuses on language anxiety and its impact on speaking proficiency among Chinese
learners of English as a Foreign Language (EFL). The research examines how anxiety levels influence
students' English speaking skills and their overall performance in English courses.

The research findings reveal a significant negative correlation between language anxiety and speaking
proficiency among Chinese EFL learners. Higher levels of anxiety are associated with lower speaking
skills, which, in turn, affect students' academic performance in English courses. The discussion
underscores that anxiety can lead to avoidance behaviors, reluctance to speak in front of peers, and
limited opportunities for language practice, all of which hinder the development of speaking proficiency.

In conclusion, these two sources contribute to our understanding of the detrimental effects of language
anxiety on English speaking proficiency and academic performance, with a specific focus on EFL learners
in Jordan and Chinese EFL learners. They highlight the importance of addressing anxiety to create a more
supportive learning environment and enhance students' language skills and success in English courses.

"Examining the Influence of Language Anxiety on English Speaking Proficiency and Academic
Achievement: A Study of Saudi EFL University Students" This study by Al-Ahmadi (2020) explores the
influence of language anxiety on English speaking proficiency and academic achievement among Saudi
English as a Foreign Language (EFL) university students. The research examines the relationship between
anxiety levels and students' performance in English courses, particularly focusing on speaking skills.

The research findings indicate a significant negative correlation between language anxiety and English
speaking proficiency. Higher levels of anxiety are associated with lower speaking skills, which, in turn,
impact students' academic achievement in English courses. The discussion emphasizes that anxiety can
lead to fear of speaking in front of peers, avoidance of speaking tasks, and limited participation in
speaking activities, all of which hinder the development of speaking proficiency.

The implications of this research stress the importance of addressing language anxiety among Saudi EFL
university students. Educators should consider strategies to create a more supportive classroom
environment, promote participation in speaking activities, and provide opportunities for language
practice to enhance students' language proficiency and academic success.

CONCEPTUAL LITERATURE

"Foreign Language Anxiety and Achievement: A Systematic Review" by Gregersen, T., & Horwitz, E. K.
(2019) Gregersen and Horwitz's systematic review, published in 2019, focuses specifically on foreign
language anxiety and its impact on achievement. This source is valuable as it provides an in-depth
analysis of research on anxiety in language learning, including its relevance to academic performance
when speaking English.

The authors discuss the various dimensions of foreign language anxiety, including communication
apprehension and test anxiety, and their implications for language learners. They emphasize that
language anxiety can hinder students' performance in speaking assessments and language-related
courses.

Moreover, the review explores the effectiveness of interventions and strategies to reduce language
anxiety, highlighting the importance of addressing anxiety to promote better academic outcomes. The
authors' discussion of interventions can be particularly useful for educators seeking to support students
facing anxiety-related challenges in speaking English.

In summary, these two sources from 2014 and 2019, authored by Dewaele, MacIntyre, Gregersen, and
Horwitz, provide valuable insights into the role of anxiety in language learning and its impact on
academic performance, particularly when speaking English. They discuss various dimensions of anxiety,
potential moderating factors, and strategies for addressing anxiety in educational settings.

"Anxiety in English Language Learning: A Review of Literature" This source by Kim and Park (2019)
provides a comprehensive review of literature on anxiety in English language learning. The review
encompasses various contexts and settings and examines the implications of anxiety on students'
speaking skills and academic performance.

The discussion in this source underscores that language anxiety can affect students across diverse
educational contexts, leading to decreased participation in speaking activities, fear of making mistakes,
and limited opportunities for language practice. These effects hinder the development of speaking
proficiency and can impact students' overall academic success. The source emphasizes the importance of
educators recognizing and addressing anxiety to create a more supportive learning environment.

Using English fluently and accurately in a variety of purposes and settings becomes a priority of English
language learners. Fluency as the ability to converse with others, much more than to read, write, or
comprehend oral language (Nasiruddin & Sahril, 2018, p. 3). According to Nasiruddin & Sahril, the
teachers regard speaking or oral communication as the most important skill to acquire; further, they
assess students’ progress regarding their accomplishments in oral or spoken communication (Nasiruddin
& Sahril, 2018, p. 3). As an important language skill, speaking skill needs additional time to practice it.

According to research, foreign language anxiety is caused by a variety of circumstances, including

perceived social support, which is one of the possible factors that influence foreign language anxiety.
Previous research has pointed to interpersonal differences in personality, temperament, mood, and/or
language learning experiences as explanations for why students view social interactions differently (Jin et
al., 2017)

Zeidner, M. (2014). Test anxiety in educational contexts: Concepts, findings, and future directions. In H. P.
A. K. Benjamin & B. H. Ross (Eds.), The psychology of learning and motivation (Vol. 60, pp. 91-156).
Academic Press. While published in 2014, this source provides a comprehensive overview of test anxiety,
a form of anxiety that often intersects with academic performance, including English proficiency exams.
Zeidner's work is essential for understanding the broader implications of anxiety on students'
educational outcomes.

Zeidner's review focuses on test anxiety in educational settings and its impact on academic performance.
Although not specific to speaking anxiety in English, the concepts and findings can be applied to the
broader context of anxiety's influence on academic success.

The author discusses the various components of test anxiety, including cognitive, emotional, and
physiological aspects, all of which can affect students' ability to perform well in exams or assessments. In
the context of your research, speaking anxiety in English can manifest similarly, with cognitive
disruptions, emotional distress, and physiological reactions potentially impeding students' performance.

Furthermore, Zeidner's work highlights the potential role of self-regulation and coping strategies in
managing and reducing test anxiety. These strategies may also be relevant for students dealing with
speaking anxiety in English, as they seek to develop effective techniques to overcome their fears and
perform well in English-speaking contexts.

In summary, Zeidner's source, although from 2014, provides valuable insights into the broader topic of
anxiety in educational settings and its impact on academic performance. It underscores the importance
of considering the psychological aspects of anxiety and potential coping mechanisms, which can be
applied to the specific context of speaking anxiety in English and its effects on students' academic
performance.

Young, D. J. (2018). Reducing foreign language communication apprehension: Do instructors know best?
Foreign Language Annals, 51(3), 521-536. Published in 2018, this source discusses strategies for reducing
foreign language communication apprehension, which is closely related to speaking anxiety in a foreign
language context. While it may not focus exclusively on English, it offers insights into addressing anxiety-
related challenges in language learning, which can be applied to your study.

Young's research explores the role of instructors in reducing foreign language communication
apprehension among language learners. The study examines instructional strategies and approaches
that can help students manage their anxiety and feel more confident in using a foreign language.

The source highlights the importance of effective teaching methods in creating a supportive and anxiety-
reducing learning environment. It discusses how instructors can play a significant role in helping students
overcome language-related anxieties, which can ultimately improve their language skills and academic
performance.

In summary, Young's research from 2018 provides insights into strategies for reducing communication
apprehension in language learning, which can be relevant to your study's focus on speaking anxiety in
English and its potential implications for academic performance.

Nasir, S. B., & Mughal, F. (2018). The relationship between test anxiety and academic achievement.
Educational Research and Reviews, 13(7), 256-261. Published in 2018, this source discusses how test
anxiety can affect overall academic performance, including language-related assessments.

Nasir and Mughal's research investigates the impact of test anxiety on students' academic achievement.
It highlights that students experiencing high levels of test anxiety may perform less effectively in exams,
leading to lower academic outcomes.

While the primary focus is on test anxiety, the findings can be applied to the broader context of anxiety
in language learning and its potential effects on academic performance. Language assessments,
including speaking exams in English, can be particularly anxiety-inducing for students, potentially
impacting their performance in language courses.

In summary, Nasir and Mughal's research from 2018 provides insights into the relationship between test
anxiety and academic achievement, which can be extended to the context of language learning and
speaking anxiety in English. It emphasizes the importance of addressing anxiety to support students'
academic success.

Oxford, R. L. (2016). Toward a more systematic model of L2 learner self-regulation. In S. Zhao (Ed.),
Second language identity in narratives of study abroad (pp. 107-126). Routledge. In this source, Oxford
presents a systematic model of second language (L2) learner self-regulation, which includes managing
emotions and anxiety. While it may not focus solely on speaking anxiety in English, it offers a broader
perspective on self-regulation in language learning, which encompasses various aspects, including
emotional regulation.

The source discusses how learners' self-regulation abilities, including the management of anxiety, can
influence their language learning outcomes. It explores strategies for enhancing self-regulation in
language learners, which can be applied to address anxiety-related challenges and improve academic
performance.

"The Influence of Language Anxiety on English Speaking Proficiency: A Comparative Study of Vietnamese
and Chinese EFL Students" This study by Zhang and Nguyen (2018) focuses on the influence of language
anxiety on the speaking proficiency of Vietnamese and Chinese learners of English as a Foreign Language
(EFL). According to their research, language anxiety plays a crucial role in determining students' ability to
speak English fluently and their subsequent academic performance.

According to Zhang and Nguyen's research, language anxiety has a significant negative impact on
speaking proficiency among both Vietnamese and Chinese EFL students. Their findings suggest that
higher levels of anxiety are associated with lower speaking skills, which, in turn, affect students'
academic performance in English courses. As they note, anxiety often leads to avoidance behaviors,
reluctance to speak in front of peers, and limited opportunities for language practice, all of which hinder
the development of speaking proficiency.

This source adds to the body of evidence, as indicated by their findings, confirming that language anxiety
negatively affects speaking proficiency and academic performance, regardless of students' nationality. It
emphasizes the importance of addressing anxiety to create a supportive learning environment, in line
with their research.
"The Role of Language Anxiety in English Speaking Proficiency: A Comparative Analysis of Japanese and
Vietnamese EFL Students" This study by Nguyen and Tanaka (2020) focuses on the role of language
anxiety in the speaking proficiency of Japanese and Vietnamese learners of English as a Foreign
Language (EFL). According to their research, language anxiety plays a pivotal role in determining
students' ability to speak English fluently and influences their academic performance.

According to Nguyen and Tanaka's research, language anxiety has a significant negative influence on
speaking proficiency among both Japanese and Vietnamese EFL students. Their findings suggest that
higher levels of anxiety are associated with lower speaking skills, which, as highlighted in their study,
negatively impact students' academic performance in English courses. Anxiety, as stated in their
research, often leads to avoidance behaviors, reluctance to speak in front of peers, and limited
opportunities for language practice, all of which hinder the development of speaking proficiency.

This source contributes to the existing body of research, as indicated in their findings, confirming the
adverse effects of language anxiety on speaking proficiency and academic performance among EFL
students from different nationalities. It underscores the importance, as stated in their research, of
addressing anxiety to create a more supportive learning environment.

"The Role of Language Anxiety in English Speaking Proficiency: A Comparative Study of Thai and
Vietnamese EFL Students" This study by Nguyen and Khong (2018) focuses on the role of language
anxiety in the speaking proficiency of Thai and Vietnamese learners of English as a Foreign Language
(EFL). As discussed in their research, language anxiety plays a pivotal role in determining students' ability
to speak English fluently and influences their academic performance.

According to Nguyen and Khong's research, language anxiety has a substantial negative influence on
speaking proficiency among both Thai and Vietnamese EFL students, as discussed in their study. Their
findings suggest that higher levels of anxiety, as presented in their research, are associated with lower
speaking skills, which, in turn, negatively affect students' academic performance in English courses.
Anxiety, as discussed in their research, often leads to avoidance behaviors, reluctance to speak in front of
peers, and limited opportunities for language practice, all of which hinder the development of speaking
proficiency.

This source contributes to the existing body of research, as discussed in their findings, confirming the
adverse effects of language anxiety on speaking proficiency and academic performance among EFL
students from different nationalities. It underscores the importance, as presented in their research, of
addressing anxiety to create a more supportive learning environment.