Speaking Anxiety Among English Education Students During English Day Program: A Case Study At Private University In Kendari

Abstract

This study explored speaking anxiety experienced by English Education students during the implementation of the English Day programme at a private university in Kendari. The study aimed to investigate students’ experiences of speaking anxiety, its influence on their willingness and ability to communicate in English, and students’ perceptions of the English Day policy. This research employed a qualitative approach with a case study design. Six English Education students were selected purposively as participants. Data were collected through semi-structured interviews and analysed using thematic analysis proposed by Braun et al. (2022). The findings revealed that students experienced anxiety through nervousness, fear of making mistakes, low confidence, and hesitation during English communication. Speaking anxiety reduced students’ participation and limited their use of English, particularly in formal and evaluative situations. The study also found that limited vocabulary, fear of negative evaluation, and compulsory English-use policies contributed to students’ anxiety. Nevertheless, supportive learning environments, peer encouragement, and regular speaking practice were perceived as helpful strategies for reducing anxiety and improving speaking confidence. The study concludes that English Day programmes should provide supportive and less judgmental environments to promote students’ confidence and communicative participation effectively.