Articulation Under Pressure: Students’ Experiences in Enhancing Their English-Speaking Proficiency

Abstract

Speaking anxiety is a significant challenge for students learning English, yet the underlying causes and coping strategies remain poorly understood - especially among first-year Bachelor of Secondary Education English majors. This qualitative study delves into the psychological barriers, external factors, and coping mechanisms that influence these students' speaking performance. Through one-on-one interviews conducted via Google Meet, the researchers used a phenomenological approach to gain a deep understanding of the students' lived experiences. Analyzing the data using Miles and Huberman's framework, several key themes emerged. The findings reveal that speaking anxiety often stems from a fear of being judged, pressure from the audience, and negative experiences in the past. This leads to issues like stuttering, difficulty articulating thoughts, and a lack of confidence. Despite the challenges, they employ various strategies to manage their anxiety, such as thorough preparation, self-affirmation, and seeking support from peers and mentors. This study underscores the importance of creating supportive environments and structured learning opportunities to reduce anxiety and foster growth among English language learners. By doing so, this study offers practical insights to enhance language teaching practices and empower students to become confident, proficient communicators in academic and professional settings.