The Influence of Language Learning Anxiety on Speaking and Reading Performances in Foreign Language Context

Masrul, Masrul and Erliana, Santi (2024) The Influence of Language Learning Anxiety on Speaking and Reading Performances in Foreign Language Context. SALEE: Study of Applied Linguistics and English Education, 5 (1). pp. 61-78. ISSN 2715-9795

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Abstract

The contemporary issues of anxiety in foreign language education involve a number of challenges affecting both students and educators. One primary challenge is the pressure felt by students to excel in learning a foreign language. This research investigated the impacts of language learning anxiety on English as Foreign Language (EFL) students' speaking and reading abilities. Students' anxiety in speaking and reading English as a foreign language may arise from a lack of confidence in using a language that is not fully mastered, as well as uncertainty about the responses from the surrounding environment. These factors often influence students' comfort levels in interacting with the language. Data were collected from 102 EFL college students, to whom questionnaires were distributed to assess students' performance. Speaking and reading tests were also conducted, followed by semi-structured interviews to confirm the findings from the quantitative phase. The analysis of variance revealed significant results for speaking and reading anxiety which confirmed previous findings stating that high levels of anxiety negatively affected students’ speaking ability, while reading anxiety could facilitate language learning. In addition, social factors weaken students’ speaking performance, but the opportunity to use reading strategies could improve reading task performance. The implications of the research for speaking and reading anxiety were also discussed in this study.

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