Insights Into First-Year Students’ English-Speaking Anxiety and Solutions: A Case in a Private University in the Mekong Delta, Vietnam

Tham Kim Thi Huynh

doi:10.1997/c2c58n14

Authors

Tham Kim Thi Huynh School of Foreign Languages, Tay Do University, Vietnam Author

DOI:

https://doi.org/10.1997/c2c58n14

Keywords:

anxiety, English-speaking, solutions, first-year students

Abstract

This study aimed to explore English-speaking anxiety of first-year university students (n=200) in Vietnam, employing questionnaires and semi-structured interviews (n=20) as data collection tools. The quantitative findings indicate a moderate overall level of anxiety, with test-related anxiety significantly exceeding communication apprehension and fear of negative evaluation. No statistically significant differences in speaking anxiety were found between male and female students, or between English-majored and non-English-majored students. Qualitative data provide insights into students' individual experiences and solutions within three domains of anxiety. Based on these findings, the study proposes pedagogical recommendations aimed at reducing test-related pressure and fostering a supportive learning environment. However, limitations included the small number of interview participants and reliance on self-reported data. Future research is encouraged to expand the scope of investigation and access the impact of targeted interventions.

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Author Biography

Tham Kim Thi Huynh, School of Foreign Languages, Tay Do University, Vietnam

Tham Kim Thi Huynh is an EFL lecturer in Can Tho, Vietnam. Her research interests include speaking skills, teaching methodology, and professional development.

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