A Conceptual Framework for Understanding Speaking Anxiety Among Malaysian Undergraduate Students in English-Medium Contexts

In Malaysia, most tertiary education institutions strongly promote the use of English as the primary medium of interaction between students and educators, both inside and outside the classroom. Nevertheless, speaking anxiety remains a persistent challenge among Malaysian undergraduates, particularly within English-medium higher education settings. Despite the nation’s long-standing emphasis on English language education, many students continue to experience apprehension during oral communication tasks, which in turn affects their academic performance, classroom participation, and future employability. This conceptual paper draws on theories from second language acquisition, communication studies, and sociocultural linguistics to present a holistic framework that captures the antecedents, mediators, and consequences of speaking anxiety among Malaysian undergraduates. Four interrelated domains—linguistic, psychological, pedagogical, and sociocultural—are synthesised to illustrate how these factors shape students’ willingness to communicate and their overall oral performance. The paper concludes with theoretical propositions to guide future empirical research, alongside practical implications for educators, curriculum designers, and policymakers. This conceptual contribution is positioned to support future research paper submissions within applied linguistics, communication, and higher education journals.

speaking anxiety, Malaysian undergraduates, English-medium higher education

1. Abdullah, N., & Abdul Rahman, R. (2018). English proficiency and speaking anxiety among undergraduates in Malaysia. Asian Journal of Education and Social Studies, 8(3), 12–25. [Google Scholar] [Crossref]

2. Abdullah, A. T. H., Netra, I., & Hassan, I. (2024). Difficulties faced by undergraduate students in English public speaking at a Malaysian university. Arab World English Journal, 15(1). [Google Scholar] [Crossref]

3. Abu Bakar, N. L., & Hashim, F. (2023). Accent dynamics in the Malaysian workplace: Perceptions and implications. 3L: Language, Linguistics, Literature, The Southeast Asian Journal of English Language Studies, 30(4). [Google Scholar] [Crossref]

4. Ahmad, A. A., & Awang Hashim, R. (2023). Examining L2 Speaking Anxiety among Malaysian Undergraduates. ICCCM Journal of Social Sciences and Humanities, 2(2), 1–7. [Google Scholar] [Crossref]

5. Aisyah, N. (2018). Students’ speaking anxiety in EFL classrooms: Causes and pedagogical implications. Journal of English Education Studies, 1(2), 38–47. [Google Scholar] [Crossref]

6. Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. [Google Scholar] [Crossref]

7. Gill, S. K. (2014). Language policy challenges in multi-ethnic Malaysia. Springer. [Google Scholar] [Crossref]

8. Hassan, N., & Yamat, H. (2020). Reducing English language speaking anxiety through supportive classroom practices. International Journal of Academic Research in Progressive Education and Development, 9(2), 112–125. [Google Scholar] [Crossref]

9. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. [Google Scholar] [Crossref]

10. Khamis, N., Yunus, M. M., & Mansor, A. Z. (2024). Language learning strategies used by Malaysian ESL students to improve English communication: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 23(2), 461-477. [Google Scholar] [Crossref]

11. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon. [Google Scholar] [Crossref]

12. Lee, S. Y. (2018). English proficiency among Malaysian undergraduates. Journal of Language Studies, 18(4), 12–28. [Google Scholar] [Crossref]

13. Leong, L. M., & Ahmadi, S. M. (2017). An Analysis Of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education. 34-41. [Google Scholar] [Crossref]

14. Marwan, A. (2016). Investigating students' foreign language anxiety. Indonesian Journal of English Education, 3(1), 36–47. [Google Scholar] [Crossref]

15. McCroskey, J. C. (1984). The communication apprehension perspective. Avoiding communication, 13–38. [Google Scholar] [Crossref]

16. Miskam, N., & Saidalvi, M. (2018). Speaking anxiety among Malaysian ESL undergraduates: Causes and implications. Journal of Language and Education, 4(1), 55–72. [Google Scholar] [Crossref]

17. Rajadurai, J. (2017). Accent and identity in Malaysia. World Englishes, 36(1), 122–133. [Google Scholar] [Crossref]

18. Ramasamy, P. (2020). Speaking anxiety among Malaysian students. Asian EFL Journal, 27(3), 89–110. [Google Scholar] [Crossref]

19. Shah, P. M., Othman, A., & Karim, A. A. (2016). Employability skills in Malaysian graduates. International Review of Management and Business Research, 5(3), 115–130. [Google Scholar] [Crossref]

20. Suleiman, N. (2021). Classroom factors impacting speaking anxiety. Malaysian Journal of ELT Research, 17(1), 24–41. [Google Scholar] [Crossref]

21. Suparia, F. A. A., Abdullah, I., Rusdi, M. I. M., Ghazuddin, F., & Raffi, M. S. M. (2022). An Overview On Speaking Anxiety In Foreign Language Classroom: Level Of Speaking Anxiety, Gender, And Factors. Malaysian Journal of Social Sciences and Humanities(MJSSH), 7(10), e001863-e001863. [Google Scholar] [Crossref]

22. Tan, D. A. L., Lee, B. C., Kasuma, S. A. A., & Ganapathy, M. (2018). Like that lah: Malaysian undergraduates’ attitudes towards localised English. GEMA Online Journal of Language Studies.18(2). [Google Scholar] [Crossref]

23. Tan, C. P., Howes, D., Tan, R. K., & Dancza, K. M. (2022). Developing interactive oral assessments to foster graduate attributes in higher education. Assessment & Evaluation in Higher Education, 47(8), 1183-1199. [Google Scholar] [Crossref]

24. Tie, F. (2020). Vocabulary and grammar proficiency as predictors of speaking anxiety. Journal of Language Studies, 20(3), 77–95. [Google Scholar] [Crossref]

25. Ting, S. H., & Phan, G. Y. (2008). Adjusting communication strategies to language proficiency. The Modern Language Journal, 23(1), 55-74. [Google Scholar] [Crossref]

26. Woodrow, L. (2011). College English speaking anxiety. Australian Review of Applied Linguistics, 34(3), 260–279. [Google Scholar] [Crossref]

27. Yassin, A. A., Razak, N. A., & Maasum, N. R. M. (2019). Investigating the need for computer assisted cooperative learning to improve reading skills among Yemeni university EFL students: a needs analysis study. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 15-31. [Google Scholar] [Crossref]

28. Zamri, S. Z. Z. M., & Hashim, F. (2023). Examining the Relationship Between Speaking Anxiety in English and Overall English Proficiency Among ELS Undergraduates In UKM. Jurnal Wacana Sarjana, 7(2), 1-14. [Google Scholar] [Crossref]

29. Zulkifli, N. (2020). English speaking self-efficacy and anxiety. GEMA Online Journal of Language Studies, 20(2), 45–62 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study