The Effect of Anxiety on English Speaking Performance among Second Language Learners: A Psycholinguistic Study

Abstract

Anxiety has been a documented major affective factor in second language learning and particularly speaking, for centuries. The aim of this research was to investigate the relationship between performance in English speaking and speaking anxiety among second language learners from the psycholinguistic perspective. A quantitative correlational design was conducted involving 30 students from University Utara Malaysia in responding to the Foreign Language Classroom Anxiety Scale (FLCAS) and short speaking test. Data were examined via descriptive statistics and Pearson correlation to determine the relationship between anxiety levels and oral performance. The findings revealed moderate to strong negative correlation. Results showed that higher anxiety levels were associated with lower speaking scores. Low-anxiety participants performed with more confidence and fluency, while high-anxiety participants showed incessant hesitation, reduced use of vocabulary, and lower fluency. These results verify Krashen's Affective Filter Hypothesis and are in line with previous studies prioritizing the inhibitory impact of anxiety on the production of language. The study contributes to research by offering not only statistical, but also behavioural, evidence regarding the influence of anxiety on actual language use. Pedagogic implications include the need for the implementation of anxiety-reduction tactics in the class and affective caring learning spaces. Although limited in sample number, the research offers a basis for future research that integrates psychological and linguistic approaches to second language speaking proficiency.