VietTESOL International Convention 2025

This study investigates the level of English-speaking anxiety among high school students in An Giang Province, and explores its major causes from their perceptions. Employing a 18-item, Likert-scale questionnaire developed by Gökhan and Nurdan (2014), while qualitative data were obtained through semi-structured interviews. The findings revealed that students experienced a moderate level of English-speaking anxiety. Descriptive statistics showed that females reported a higher level compared to their male counterparts. Qualitative results further highlighted that speaking was perceived as the most anxiety-provoking skills among four English language skills. Key factors contributing to students' anxiety included speaking without preparation, fear of negative evaluation, and test anxiety. Although students considered teachers’ error correction as an essential part of the foreign language learning process, the manner in which corrections were delivered significantly influenced their anxiety levels. The study offered practical implications for EFL students, teachers, and administrative educators, underscoring the need for effective and proactive strategies to reduce speaking anxiety and minimize its adverse effects on students' academic performance.