ISSN: 2226-6348
Open access
This study investigates English-speaking anxiety among TESL undergraduates at UNITAR International University. Using a quantitative approach, data was collected from 100 students through a structured questionnaire. The analysis revealed that oral presentations and unexpected questions were the primary triggers of anxiety, while informal conversations with friends caused the least stress. Findings also showed that self-perceived proficiency significantly influenced anxiety levels, with lower-proficiency students reporting the highest anxiety. Coping strategies most used were preparation and relaxation techniques. The study concludes that supportive teaching strategies, such as rehearsal opportunities, collaborative learning, and constructive feedback, are essential to reduce speaking anxiety and enhance students’ confidence.
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