COPING STRATEGIES FOR SPEAKING ANXIETY AMONG FOURTH-SEMESTER ENGLISH EDUCATION STUDENTS AT UNIVERSITAS ISLAM RIAU
- Authors
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Alvinda Putri Syadiah
Universitas Islam RiauAuthor
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- Keywords:
- speaking anxiety, coping strategies, EFL students, foreign language speaking anxiety, phenomenological study
- Abstract
- Speaking anxiety is widely recognized as one of the most significant affective barriers faced by EFL learners, particularly because speaking requires real-time language production under immediate evaluation. This study aimed to investigate the coping strategies employed by fourth-semester students of the English Language Education Study Program at Universitas Islam Riau (UIR) to manage their speaking anxiety in the classroom. The study employed a qualitative research design with a phenomenological approach involving fourteen students as participants who had experienced speaking anxiety and used coping strategies during their speaking courses. Data were collected through an open-ended questionnaire developed from indicators of preparation and rehearsal, affective self-regulation, peer support, anxiety reframing, and teacher-related coping, complemented by supporting documentation. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the majority of students relied on thorough preparation and rehearsal to build confidence, used positive self-talk and relaxation techniques to regulate their emotions, and depended on peer support to feel more comfortable during speaking tasks. Many students were also able to reframe their nervousness into motivation, while all participants agreed that supportive lecturer behavior, particularly positive feedback and a non-judgmental classroom atmosphere, played a crucial role in reducing their anxiety. The study concludes that coping strategies for speaking anxiety are multidimensional and most effective when students combine preparatory, affective, social, cognitive, and lecturer-related strategies simultaneously.
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- References
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Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155–168.
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Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
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- 2026-06-25
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