Experiences of Students toward Language Speaking Anxiety in Transitioning to Face-to-Face Classes: A Sequential Explanatory Study

Abstract ―​

This sequential explanatory study was conducted in two distinct phases: a quantitative phase followed by a qualitative phase. In the initial phase, 295 Grade 11 HUMSS students completed the Foreign Language Classroom Anxiety Scale (FLCAS) to measure their level of language speaking anxiety across three components: communication apprehension, test anxiety, and fear of negative evaluation, as well as their overall level of language speaking anxiety. Statistical tools, including frequencies, percentages, and mean calculations, were used to analyze the data. Subsequently, semi-structured interviews were conducted with nine participants to explore their lived experiences toward language speaking anxiety during the transition to face-to-face classes. Using Braun and Clarke's thematic analysis, five major categories with corresponding themes emerged: language speaking anxiety challenges, language speaking anxiety contributors, coping mechanisms for language speaking anxiety, language speaking motivation, and institutional support for language speaking anxiety. The integration of quantitative and qualitative findings reveal that students experienced moderate levels of language speaking anxiety in communication apprehension and test anxiety, but a high level of anxiety in fear of negative evaluation. Overall, their language speaking anxiety was at a moderate level. Significantly, this study resulted in the creation of a Language Skill Development Plan aimed at monitoring and improving teachers' methods and approaches in language instruction.