Confronting English Speaking Anxiety: A Qualitative Study of Jordanian Undergraduates at Zarqa University
DOI:
https://doi.org/10.17507/jltr.1506.03Keywords:
English language, speaking anxiety, Zarqa University, undergraduatesAbstract
Oral communication plays a pivotal role in language learning. Although essential, many learners of English as a second language face distinct challenges when speaking. This qualitative research aimed to investigate and understand the coping strategies Jordanian students use to manage and alleviate their English Language Speaking Anxiety (ELSA) in both classroom and non-classroom environments. Fifteen undergraduate students from Zarqa Private University's (ZU) English Language Department in Jordan were selected for the study. A qualitative research approach was adopted to gather insights into the students' views and methods for dealing with their anxiety about speaking English, whether in class with instructors or in more casual settings. The findings of this study revealed that undergraduates at ZU employed five key coping strategies to manage and reduce speaking anxiety when using the English language. These strategies are self-regulation, self-confidence, a supportive environment, practice/preparation, and humor. The findings revealed that students who faced unavoidable communication scenarios adopted self-soothing techniques to mitigate the effects of ELSA.
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