FACTORS AFFECTING ESL SPEAKING ANXIETY IN HIGHER INSTITUTIONS IN PAKISTAN

Abstract

The purpose of this qualitative study is to investigate the intricacies of speaking anxiety among students learning English as a Second language (ESL) at a university in Pakistan. The study investigates the cultural, educational, and linguistic elements that contribute to Speaking Anxiety and finds ways that participants cope with it by conducting in-depth interviews with 28 students from different departments. Results show that language barriers, educational system issues, and social expectations all had a role in making the change to English as the language of teaching a difficult one. The interactions between teachers and students become an important factor, with supportive connections playing a key role in reducing Speaking Anxiety. Some of the coping techniques that are highlighted by the participants include receiving support from peers and participating in extracurricular language activities. The significance of inclusive language practices and targeted language development programs is emphasized in the recommendations for institutional assistance. This research adds to the growing body of literature on the psychology of language acquisition and provides practical recommendations for schools and other organizations that are working to make their campuses more welcoming to students studying ESL.