THE INFLUENCE OF ANXIETY ON SPEECH PRODUCTION IN A SECOND LANGUAGE

Abstract

The rapid expansion of research on affective factors in language learning has highlighted foreign language anxiety (FLA) as a major barrier to effective oral communication. This study investigates the influence of anxiety on foreign language speaking performance among EFL/ESL learners, examining its effects on fluency, accuracy, complexity, confidence, and willingness to communicate. The research strategies employed mixed-methods approaches, including surveys with the Foreign Language Classroom Anxiety Scale (FLCAS), speaking task assessments, and qualitative interviews. Findings suggest that higher levels of speaking anxiety are consistently associated with reduced oral performance, manifested through increased pausing, hesitation, lower accuracy, and avoidance of spontaneous speech. While anxiety challenges traditional norms of fluent communication, supportive classroom environments and targeted interventions (e.g., technology-enhanced practice) can mitigate these effects. Implications for language teaching, learner well-being, and sociolinguistic research are discussed.