THE MULTIFACTORIAL NATURE OF FOREIGN LANGUAGE SPEAKING ANXIETY: A COMPREHENSIVE REVIEW OF CONTRIBUTING FACTORS IN EFL

Abstract

Foreign language speaking anxiety (FLA) remains a significant barrier to acquiring English as a Foreign Language (EFL), particularly in oral communication. This anxiety manifests through fears of correction, communication apprehension, and heightened self-consciousness, shaped by a complex interplay of pedagogical, institutional, psychological, and sociocultural factors. Teacher-related influences, such as intolerance of mistakes, harsh criticism, and ineffective pedagogy, foster judgment-laden environments that heighten stress. The fear of negative evaluation, particularly through immediate correction or public questioning, further suppresses participation.

Classroom dynamics, such as overcrowding, competitive atmospheres, and limited technological support, amplify communicative pressure, while inadequate academic preparation and limited interaction with native speakers contribute to learners' insecurity. Linguistic challenges, including restricted vocabulary, complex grammar, and pronunciation concerns, discourage spontaneous speech. Additionally, assessment-driven systems that link oral proficiency to academic performance exacerbate anxiety, reinforcing the pressure to perform.

Peer dynamics, such as embarrassment, competitiveness, and fear of judgment from classmates, also play a pivotal role in suppressing engagement. Psychological factors, including low self-esteem, perfectionism, and irrational beliefs, intersect with age, gender, proficiency levels, and multilingual backgrounds, creating diverse experiences of anxiety. Communication apprehension and lack of preparation are recurring themes, underscoring the need for structured and supportive practice environments.

This thematic synthesis presents foreign language speaking anxiety as a multidimensional phenomenon influenced by interrelated pedagogical, institutional, and personal factors. It advocates for holistic approaches that prioritize not only linguistic proficiency but also the emotional well-being of learners, thereby fostering more supportive and effective EFL learning environments.