EXPLORING SPEAKING ENGLISH ANXIETY AMONG KUST STUDENTS: CAUSES AND INTERVENTIONS

Abstract

Speaking English anxiety is a pervasive issue affecting academic performance and self-esteem among university students in Pakistan. This qualitative study investigates the causes and interventions of speaking anxiety among students at Kohat University of Science and Technology (KUST), Pakistan. The research aims to identify the psychological and physical factors hindering effective communication in English and suggest strategies for students and teachers to overcome speaking anxiety. The study reveals that students experience anxiety due to fear of mistakes, peer evaluation, lack of confidence, and inadequate practice opportunities. Language proficiency, cultural differences, and teacher-student interaction emerge as significant factors contributing to speaking anxiety. The findings highlight the need for educators to create a supportive learning environment, fostering improved oral communication skills among English language learners. Recommendations for educators include providing regular speaking opportunities, peer-to-peer conversations, constructive feedback, and relaxation techniques to mitigate anxiety. The study's outcomes inform teaching practices, emphasizing the importance of addressing speaking anxiety to enhance students' academic performance and selfesteem.

Keywords: speaking anxiety, English language learners, KUST students, teacher-led strategies, relaxation techniques, language proficiency, cultural differences, teacher-student interaction.