An Investigation into Secondary Learners’ English-Speaking Anxiety: Levels and Attitudinal Correlates

Speaking anxiety is a critical affective barrier to second language oral performance, particularly in high-stakes assessments. This study examined English-speaking anxiety and its relationship with attitudes toward speaking English among Malaysian secondary school students preparing for the SPM English Speaking Test. 60 Form 4 students from Melaka participated in a one-day speaking workshop, with data collected using the English-Speaking Anxiety Scale (ESAS) adapted from Ran et al. (2022). Descriptive statistics revealed that most students (85%) reported moderate speaking anxiety, while 15% experienced low anxiety and none reported high anxiety (M = 2.71, SD = 0.29). The most prominent concern was self-doubt in achieving oral proficiency, whereas conversational exchanges in English were perceived as less difficult. Pearson’s correlation analysis indicated a weak, non-significant positive relationship between students’ attitudes toward English speaking and their speaking anxiety (r = .17, p = .19), suggesting that positive attitudes alone may not effectively reduce anxiety. These findings highlight that speaking anxiety remains a persistent challenge in exam-focused ESL contexts and that learners’ attitudes, while important, may not strongly predict anxiety levels. Instead, factors such as self-efficacy, exam-related pressures, and coping strategies are likely more influential. The study underscores the need for interventions such as low-stakes speaking practice, collaborative learning, and confidence-building activities to help reduce anxiety and enhance oral performance in ESL classrooms.

Speaking anxiety, Attitudes, ESL

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