Foreign Language Speaking Anxiety in Turkish EFL Context: Towards an In-Depth Clarification

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dc.contributor.authorGenc, Gulten
dc.contributor.authorSimsek, Basri
dc.date.accessioned2026-04-04T13:33:04Z
dc.date.available2026-04-04T13:33:04Z
dc.date.issued2024
dc.departmentİnönü Üniversitesi
dc.description.abstractSpeaking anxiety in second language acquisition is currently a topic of extensive research. This study aims to assess the extent of speaking anxiety among EFL (English as a foreign language) learners attending preparatory schools and examine how demographic factors such as age, high school, and gender influence Foreign Language Speaking Anxiety (FLSA), as well as identify its sources. The participants were 172 preparatory school students (67 female and 105 male) enrolled in the School of Foreign Languages and from two different English proficiency levels, B1 (N = 107) and B2 (N = 65), according to the CEFR. A mixed type research methodology was employed. Data was analysed using T-Tests, ANOVA, and Pearson Correlation tests through Statistical Package for the Social Sciences (SPSS) 26. The findings of this study indicated that EFL students generally experience moderate levels of anxiety in their speaking courses. Gender emerged as a significant factor, with female students displaying higher levels of anxiety compared to their male counterparts when it comes to speaking in a foreign language. The study identified three primary sources of foreign language speaking anxiety: personal, teacher-related, and environmental. Furthermore, participants exhibited psychological and physical reactions to FLSA, suggesting that anxiety in speaking a foreign language goes beyond mere emotional distress. These insights provide valuable recommendations for educators and authorities to address speaking anxiety among EFL learners.
dc.identifier.doi10.13187/ejced.2024.3.518
dc.identifier.endpage535
dc.identifier.issn2304-9650
dc.identifier.issn2305-6746
dc.identifier.issue3
dc.identifier.orcid0000-0002-2472-4041
dc.identifier.startpage518
dc.identifier.urihttps://doi.org/10.13187/ejced.2024.3.518
dc.identifier.urihttps://hdl.handle.net/11616/108895
dc.identifier.volume13
dc.identifier.wosWOS:001328927600003
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherCherkas Global Univ Press
dc.relation.ispartofEuropean Journal of Contemporary Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectforeign language speaking anxiety
dc.subjectindividual difference
dc.subjectEFL
dc.subjectlearning English as a foreign language
dc.titleForeign Language Speaking Anxiety in Turkish EFL Context: Towards an In-Depth Clarification
dc.typeArticle

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