ISSN: 2226-6348
Open access
English speaking skills are essential for polytechnic students preparing for the workforce, yet many still struggle with anxiety in the classroom especially during speaking activities. This study explores the levels of English language anxiety among Malaysian polytechnic students, with a focus on speaking anxiety. Data were collected from 34 diploma students using the Foreign Language Classroom Anxiety Scale (FLCAS), which measures four key components: test anxiety, speaking anxiety, communication apprehension, and fear of negative evaluation. The study adopts Krashen’s Affective Filter and Monitor Hypotheses to interpret how emotional barriers impact language acquisition. Findings indicate that while students experience moderate overall anxiety, higher levels are reported during tests and speaking tasks. These results suggest that certain speaking activities involving evaluation or performance heighten students’ affective filters, which limit their ability to communicate effectively. Students were more comfortable in small group settings, where peer support eased their anxiety. The study emphasizes the need for supportive classroom strategies, including scaffolding, low-pressure speaking tasks, and constructive feedback. By addressing emotional barriers, educators can create safer learning spaces that encourage students to engage and build confidence in using English.
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