IDENTIFYING SECOND LANGUAGE CLASSROOM SPEAKING ANXIETY AMONG

BEED STUDENT AT NMSCST

Introduction

Speaking anxiety is a problem that has a lot of implications for students when it comes to
language learning, especially in second language courses. Among students, language anxiety is
the most prevalent problem. Pupils typically experience anxiety when giving speeches in front of
the class. People with stronger English oral skills are likely to have more job opportunities
because there is a growing demand for workers with these abilities. As a result, many
universities in non-English speaking nations offer a variety of English-speaking courses, such as
public speaking, to help students become more fluent in the language. Pupils find it difficult to
communicate in English, particularly if they are not native speakers of the language but must
acquire it.
Many students feel nervous and anxious when speaking in front of classmates and teachers,
with some facing challenges in expressing themselves in English. Enrolling in English language
courses provides EFL learners with the chance to enhance their English writing and speaking
abilities. However, merely learning a speech as part of their studies does not guarantee
confidence in public English speaking (Hallemans, 2021). Confidence in speaking before an
audience is influenced by various factors such as fear of failure, stress, trauma, and other
psychological elements. Individuals who struggle with speaking in groups may find it even more
challenging in a foreign language class where they perceive less control over communication and
are under constant performance scrutiny.

When speakers of various first languages utilize the English language as a common medium of
communication, it is referred to as Lingua Franca. English is no longer used the linguistic divide
between several nations. It results from how significant the English language is. English is a
universal language, hence Pakistanis are forced to acquire and impart it as a second language.
Learning the English language is becoming more and more popular every day. Speaking English
has always been important for ESL and EFL learners in an ESL learning environment. Although
the ESL/EFL pupils appear to have weak speaking abilities, they may be proficient in reading,
writing, and listening. English language proficiency is a challenge for Pakistani English language
learners.

Empirical studies such as Ockey (2019) in Japan and Liang and Kelsen (2018) in Taiwan have
highlighted that personality traits, particularly Extraversion, are key predictors of English as a
Foreign Language (EFL) learners' oral performance. Despite this, many students still struggle
with nervousness and lack of confidence during speaking exercises in language classrooms,
where active participation is common. This anxiety often arises due to the expectation of
frequent speaking exercises and the need for direct practice, especially when students feel
inadequately skilled in English courses and lack regular classroom training. Students learning
English tend to experience heightened anxiety during English-speaking activities compared to
other subjects due to perceived inadequacies in English proficiency and limited classroom
exposure (Tridinanti, 2018).

Azagra (2017) highlighted that in the Philippine setting, educational institutions and
administrators have long been troubled by the diminishing academic achievements of students
across various subjects, notably science, math, and English, where English is a key component.
The introduction of the K–12 curriculum represented a pivotal advancement in the Philippine
educational landscape, meeting the demands of the 21st century. The primary aim was to nurture
well-rounded students with modern skills, particularly effective communication abilities,
emphasizing English proficiency for communication purposes.

The ESL/EFL students may be good at reading, writing, and listening, but they seem to be
poor at speaking skills. The Pakistani English learners face difficulties in speaking the English
language effectively. The English language Speaking has always been critical for the Pakistani
learners since they don’t have enough exposure to the target language. It has been observed that
there are many factors involved which impede the speaking of Pakistani ESL learners. The
gravest concern of this research is to figure out the level of anxiety in classroom speaking among
intermediate students of National College, Rawalpindi. The researcher has observed that students
of intermediate classes don’t speak English effectively in the classroom.

Furthermore, as English Major students at the sole university in Misamis Occidental province,
the Northwestern Mindanao State College of Science and Technology the researchers observed
that many college students at the institution struggle with using English effectively in oral
presentations and public speaking in classroom especially among the BEED students. This study
aims to uncover the reasons behind this anxiety among NMSCST students when speaking in
classroom. It focuses on exploring how enduring personality traits relate to the fear of public
speaking with the goal of addressing potential challenges stemming from anxiety in future career
situations.