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Vol. 6, No. 1, April 2023, pp. 32-43  

          https://doi.org/10.12928/eltej.v6i1.7876            http://journal2.uad.ac.id/index.php/eltej/index                   eltej@pbi.uad.ac.id 

The complexity of speaking anxiety among students in an 

international university in Thailand 

Jebamani Anthoney a,1,*, Jeffrey Dawala Wilang b,2 

a Faculty of Arts and Humanities, Asia-Pacific International University, Saraburi 18180, Thailand 
b School of Foreign Languages, Suranaree University of Technology, Nakhon Ratchasima 30000, Thailand 
1 jebamani@apiu.edu; 2 wilang@g.sut.ac.th* 

* corresponding author 

 

ARTICLE INFO 

 

ABSTRACT 

 

 

Article history 

Received 12 January 2023 

Revised 27 March 2023 

Accepted 14 April 2023 

 Prior research has shown that English as a Foreign Language 

(EFL) students often experience speaking anxiety and its 

detrimental effects. However, there is limited knowledge about the 

speaking anxiety experienced by international students at a Thai 

university where English serves as both the medium of instruction 

and the primary language of communication outside the classroom. 

This study employed a three-pronged approach: a survey 

questionnaire to gauge speaking anxiety levels and identify 

differences based on nationality and geographical location; sorting 

activities to observe changes in speaking anxiety levels; and 

individual interviews to gain a deeper understanding of students' 

speaking anxiety. The descriptive analysis showed that students 

experienced varying degrees of anxiety. Among the 13 

nationalities surveyed, Vietnamese, Cambodian, Thai, and 

Burmese students displayed higher levels of speaking anxiety. 

Moreover, students from rural backgrounds were more anxious 

than those from urban areas. Interviews conducted after the sorting 

activities revealed that factors such as familiarity, predictability, 

competence, and social support influenced students' anxiety levels. 

Pedagogical recommendations include the importance of 

repetition and practice, scaffolding, familiarity with an activity, 

building positive relationships, incremental exposure to language 

activities, regulating emotions and encouraging reflective 

practices.  

 

 

This is an open access article under the CC–BY-SA license. 
 

 

    

 

 
Keywords 

International students 

Speaking anxiety 

Sorting activity 

 

 

 

 

 

 

 

How to Cite: Anthony, J. and Wilang, J. D. (2023). The complexity of speaking anxiety among 
students in an international university in Thailand. English Language Teaching Educational Journal, 
6(1), 32-43. https://doi.org/10.12928/eltej.v6i1.7876 

1. Background of the study 

There can be several reasons why international students experience speaking anxiety in the 

classroom. They may not be fluent in the language used in the classroom, which can make them self-

conscious and anxious about speaking up (Debreli & Demirkan, 2015; Liu, 2006; Liu & Jackson, 

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ISSN 2621-6485 English Language Teaching Educational Journal               33 
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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

2008; Rajitha & Alamelu, 2020; Woodrow, 2008; Zhang, 2001). In addition, they come from 

different cultures where the communication style, social norms, and expectations are different from 

the host country, which can create anxiety when interacting with local students or faculty (Jones, 

2004).  Also, they may fear being judged or evaluated negatively by their peers or instructors, which 

can contribute to their reluctance to participate in class discussions or presentations (Rajitha & 

Alamelu, 2020). Moreover, they may lack confidence in their language proficiency, communication 

skills, and ability to express themselves effectively in a new language and cultural context (Horwitz 

et al, 1986; Liu, 2022; Rajitha & Alamelu, 2020). And lastly, they may feel pressure to perform 

academically in a foreign environment, which can provoke their anxiety and stress levels, and affect 

their language performance negatively (Akaraphattanawong, Hongsiriwat, & Methakunavudhi, 

2021; Altunel, 2019; Sung & Li, 2019). 

Foreign language anxiety (FLA) is a concept developed by Horwitz, Horwitz, and Cope in 
1986, defined as the “distinct complex of self-perceptions, beliefs, feelings, and behaviors related to 
classroom language learning arising from the uniqueness of the language learning process” (p. 128). 

It can be manifested in a range of physical, cognitive, and affective symptoms, including feelings of 
nervousness, panic, and helplessness, as well as negative self-evaluations, avoidance behaviours, and 
reduced motivation to learn. Accordingly, there were three underlying factors including 
communication apprehension, fear of negative evaluation and test anxiety. Those factors were also 
reported by Kulwattanapaisarn et al., (2022) in Thai context including fear of being less competent 
than others, negative attitudes toward language class, and beliefs about language learning (see also 
Akkakoson, 2016). Further findings revealed that both Thais and non-Thais have moderate levels of 
anxiety in all aspects. In an engineering international program in a Thai university, Wilang (2022) 

revealed communication apprehension, cognitive processing anxiety, the difficulty of the English 
medium instruction course, fear of making mistakes, lack of autonomy, perceived negative teacher 
acts, peer negative evaluation and test anxiety as factors of anxiety when English is used as a medium 
of instruction. While speaking anxiety in English is a common experience among students in various 
learning contexts, little research has done among international students in an EFL learning context, 
for example, a Thai university offering international programs. 

Previous literature argued that FLA can have significant implications for language learning 
outcomes, as anxious learners may be less willing to engage in communicative activities and may 
experience difficulties in processing and retaining new language input (Desta, 2020; Jiang & 
Dewaele, 2020). Additionally, it could lead to lower test scores (Marcos-Llinás & Garau, 2009; 
Salehi & Marefat, 2014; Trang, Moni & Baldauf, 2013). 

Recently, FLA has been reported as a complex and dynamic phenomenon that can be 
influenced by a range of internal and external factors (see Aydin, 2008; Jen, 2003; Young, 1991), 
including individual learner characteristics (e.g. personality traits, language proficiency, learning 
style), task demands (e.g. complexity, novelty, evaluative nature), and social and cultural contexts 
(e.g. classroom norms, expectations, language policies). Using Complex Dynamic Systems Theory 
(see Larsen-Freeman, 2017, 2018; Larsen-Freeman & Cameron, 2018), it attempts to explain the 
phenomenon of speaking anxiety by considering the dynamic interaction between various factors 
that influence an individual's anxiety levels. For example, speaking anxiety cannot be viewed as fixed 
or static construct, but rather a complex and dynamic phenomenon that arises from the interaction of 
multiple factors over time. As stated previously, speaking anxiety is influenced by a range of factors, 
including personal factors such as prior experiences, personality traits, and beliefs about language 
learning and communication, as well as situational factors such as the nature of the communication 
task, the communication context, and the social dynamics of the communication situation. It is 
believed that these factors interact in complex ways to shape an individual's anxiety levels, which 
can vary from situation to situation and over time (Wilang & Vo, 2008). For instance, the heartbeat 
per minute measurement indicates varying levels anxiety due to various factors. Thus, speaking 
anxiety is not a one-way causal relationship. Instead, it is a bidirectional and dynamic relationship, 
where anxiety can both influence and be influenced by varying factors (see Wilang & Vo, 2008).  

Some tools were used to measure language anxiety. For example, survey questionnaires have 
been developed to measure speaking anxiety and are widely used. The commonly used are  Foreign 
Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope in 1986; McCroskey’s 
(1970) Communication Apprehension Test (CAT), which measures anxiety in any communication 



34 English Language Teaching Educational Journal           ISSN 2621-6485 

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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

situation, including speaking a foreign language; McCroskey & McCroskey’s (1982) Personal Report 
of Communication Apprehension (PRCA), which focuses on interpersonal communication; the Oral 
Performance Anxiety Inventory (OPAI) developed by Onwuegbuzie and Bailey in 1997, which 
measures anxiety related to oral performance in academic settings, including speaking a foreign 
language in a classroom. Thus, new methods were introduced, for example, sorting activity, to 
capture the complexity of individual beliefs (Haukas & Mercer, 2021). 

This study was conducted to address the limited research on speaking anxiety in international 
universities in Thailand, insufficient exploration of speaking anxiety differences by nationality and 
geographical location, and lack of understanding on situational triggers for speaking anxiety from a 
complex dynamic system perspective. Thus, three questions were answered: (1) What is the level of 
speaking anxiety among students in an international university in Thailand? (2) Are there differences 
of speaking anxiety level based on nationality and geographical location? (3) What situations provoke 
the change of the speaking anxiety level among the students?  

2. Method 

The research was carried out in a small, private Christian international university in Thailand 
that provides various programs of study, including theology, arts and humanities, business, 
information technology, nursing, science, and education. The students are from different countries 
with varying levels of English proficiency and year levels, and approximately 1200 students from 32 
different countries are enrolled. The study used a 3-stage mixed method design.  

2.1 Stage 1 

The first stage involved adapting a speaking anxiety questionnaire from Paranuwat (2011) as it 
suits the broader context of the present study. Herein, Cronbach alpha indicated 0.91, which means 
the instrument has a high reliability. The data from the questionnaire was analysed to determine the 
level of speaking anxiety among the participants and answer questions 1 and 2.  

The questionnaire has a 4-point Likert scale, consisting of 25 items. The questionnaire was sent 
to students through various media channels. A total of 138 students from 13 different countries 
responded voluntarily (see Table 1), and 10 of those students were selected for stage 2 through 
convenience sampling based on certain criteria – voluntary participation and high or low levels of 
speaking anxiety. However, only 4 out of 10 students heed the call for participation. In stage 2, 
selected students were asked to sort high-anxiety and low-anxiety speaking statements into four 
categories based on their level of agreement or disagreement, and to provide reasons for their choices. 

The sorting activity was observed and noted by the researchers. In stage 3, individual semi-structured 
interviews were conducted to further explore the reasons behind the sorted statements. Descriptive 
statistics were used to analyse the speaking anxiety levels of the students, and coding was used to 
identify the situations that triggered their writing anxiety. 

Table 1: Participants in the study 

Nationality Number 
American 1 

Brazilian  1 

Burmese  22 

Cambodian  4 

Chinese 28 

Filipino 4 

Indian 2 

Indonesian 3 

Laotian 1 

Malaysian 13 

Thai 55 

Togolese 1 

Vietnamese 3 

Geographical location  

Rural 98 

Urban 40 

 



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

The mean scores of the speaking survey questionnaire were interpreted as follows:  If the mean 
score falls within the range of 1.0-1.75, it indicates that the respondents strongly disagree with the 
statement. If the mean score falls within the range of 1.76-2.50, it indicates that the respondents 
disagree with the statement. If the mean score falls within the range of 2.51-3.25, it indicates that the 
respondents agree with the statement. If the mean score falls within the range of 3.26-4.0, it indicates 
that the respondents strongly agree with the statement. The range of mean scores provides a 
standardized way of interpreting the responses to the survey questionnaire. 

2.2 Stage 2  

The second stage used purposive sampling to select students who sorted a number of speaking 
anxiety statements, which were chosen based on their survey response. The sorting activities were 
conducted twice, two weeks apart, and involved at least eight to ten statements sorted into four to 
five random strongly agree and five random strongly disagree statements. The sorting activities were 
performed on two separate occasions to assess any changes in participants' speaking anxiety levels. 
The researchers introduced a 2-week interval between the activities to allow participants to forget 
their prior anxiety levels and reflect on their more recent experiences with speaking anxiety. This 
stage provided data to answer question 3.  

The following procedures were done during the sorting activity. First, three random statements 
of strongly agree, agree, disagree and or strongly disagree were selected from each participant. Then 
a board was prepared with numbers 1-4; where 1 means strongly agree, 2 means agree, 3 means 
disagree and 4 means strongly disagree. Afterwards, the statements were given to the participant. 

Then he or she placed each statement under the numbers and may provide some reasons during the 
sorting activity. While sorting, the researchers took note of the reasons. After the student has decided 
with the placement of the statements, the researcher conducted the semi-structured interview. The 
similar process was followed in the second sorting activity. 

2.3 Stage 3 

The last stage of the process entailed carrying out individual semi-structured interviews to gain 
insights into the factors contributing to the students' speaking anxiety. Participants were prompted to 
discuss the reasons behind any decrease or increase in their anxiety levels from the initial survey to 
sorting activity 1 and sorting activity 2. As an example, during the second sorting activity after the 
two-week interval, participants were asked to discuss the reasons behind their decreased nervousness 
while speaking, the factors contributing to their increased confidence, and the aspects that led to their 
enjoyment of speaking. 

3 Findings and Discussion 

3.1. Research Question 1 

Table 2 presents varied outcomes of speaking anxiety experienced by students at an 

international university in Thailand. While they demonstrated confidence in speaking English (item 

14) and reported no fear of speaking the language (item 10), they became anxious when required to 

speak impromptu (item 3) and felt their heart racing when called upon to speak (item 11). These 

findings suggest that speaking anxiety is a prevalent issue among many students. Factors contributing 

to this anxiety encompass lack of preparation, physical symptoms such as a racing heart, comparing 

themselves to peers, forgetfulness due to nervousness, self-awareness, and challenges in maintaining 

eye contact with the audience. 

Table 2: Level of speaking anxiety among the students 

Item M, SD Interpretation 
14. I face the prospect of speaking English with confidence. 2.82, 0.81 Agree 

  3. I start to panic when I have to speak English without a preparation in advance. 2.76, 0.99 Agree 

11. I can feel my heart pounding when I am going to be called to speak. 2.76, 0.98 Agree 

10. I have no fear of speaking English. 2.74, 0.98 Agree 

24. I keep thinking that other students are better at speaking English than I. 2.67, 1.01 Agree 

  4. In a speaking class, I can get so nervous I forget things I know. 2.66, 0.96 Agree 

25. I always feel that the other students speak Engli sh better than I do. 2.65, 1.05 Agree 



36 English Language Teaching Educational Journal           ISSN 2621-6485 

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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

  6. I feel very self-conscious while speaking English in front of other students. 2.64, 0.85 Agree 

23. Even if I am very well-prepared I feel anxious about speaking English. 2.60, 1.03 Agree 

  1. I never feel quite sure of myself while I am speaking English. 2.55, 0.90 Agree 

  7. I get nervous when I am speaking English. 2.55, 0.95 Agree 

22. I find it hard to look at the audience while speaking English. 2.51, 0.97 Agree 

18. I feel anxious while waiting to speak English. 2.47, 0.92 Disagree 

  2. I tremble when knowing that I am going to be called on to speak English. 2.42, 0.97 Disagree 

12. I feel relaxed while speaking English. 2.42, 0.90 Disagree 

  8. I am afraid that other students will laugh at me while I am speaking English. 2.35, 1.06 Disagree 

21. I have trouble to coordinate my movements while speaking English. 2.35, 0.96 Disagree 

  5. I feel confident while I am speaking English. 2.34, 0.88 Disagree 

13. It embarrasses me to volunteer to speak English in class. 2.33, 0.93 Disagree 

17. Certain parts of my body feel very tense while speaking English. 2.32, 0.93 Disagree 

19. I want to speak less because I feel shy while speaking English. 2.30, 1.06 Disagree 

16. The more speaking tests I have, the more confused I get. 2.25, 0.88 Disagree 

  9. I get so nervous when the language teacher asks me to speak English which I      

have prepared in advance. 
2.18, 0.97 Disagree 

20. I dislike using my voice and body expressively while speaking English. 2.18, 0.95 Disagree 

15. I enjoy the experience of speaking English. 1.78, 0.79 

Strongly 

disagree 

 

In Table 3, findings suggest that there may be differences in the levels of anxiety experienced 
by participants based on their nationality. The American Brazilian, Indian and Togolese participants 
strongly disagree that they experience speaking anxiety. It is also interesting to note that the Chinese, 
Filipino, Indonesian, and Malaysian participants tend to disagree with the statement about speaking 
anxiety, indicating that they may feel more confident or comfortable when speaking English.  

Table 3: Differences of speaking anxiety based on nationality 

Nationality M SD Interpretation 
Vietnamese 2.90 0.33 Agree 

Cambodian 2.63 0.29 Agree 

Thai 2.61 0.07 Agree 

Burmese 2.51 0.09 Agree 

China 2.43 0.08 Disagree 

Malaysian 2.34 0.14 Disagree 

Filipino 2.15 0.31 Disagree 

Indonesian 2.13 0.44 Disagree 

Laotian 1.76 0.00 Disagree 

Indian 1.68 0.50 Strongly disagree 

Togolese 1.60 0.00 Strongly disagree 

Brazilian 1.56 0.00 Strongly disagree 

American 1.20 0.44 Strongly disagree 

 

On the other hand, the Cambodian, Burmese, Thai, and Vietnamese participants agree that 
they experience anxiety. This may suggest that cultural factors or differences in language learning 
experiences play a role in shaping anxiety levels. More research is needed to fully understand the 
role of culture and language learning experiences in shaping anxiety levels.  

3.2. Research Question 2 

Based on Table 4, there seems to be a difference in speaking anxiety levels based on 
geographical location. The participants from rural areas tend to agree that they feel anxious while 
speaking, with a mean score of 2.53. On the other hand, participants from urban areas tend to disagree 
that they feel anxious while speaking, with a mean score of 2.37.  One possible explanation for this 
difference could be the social environment and exposure to English language opportunities in these 
locations. It is possible that students in rural areas have fewer opportunities to practice English and 
speak in public, leading to increased anxiety and lack of confidence when speaking. In contrast, 
students in urban areas may have more opportunities to interact with English speakers and have more 
exposure to public speaking situations, which could lead to decreased anxiety and more confidence 
when speaking.   



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

Table 4: Differences of speaking anxiety based on geographical location 

Rural/Urban Mean SD Interpretation 
Rural 2.53 0.07 Agree 

Urban 2.37 0.11 Disagree 

 

The survey questionnaire's findings echoed the outcomes of earlier research (Akkakoson, 
2016; Kulwattanapaisarn et al., 2022; Wilang, 2022). Although factors were not directly derived from 
the data, aspects of communication apprehension and fear of negative evaluation were indeed 
present. However, there is an issue with the distribution of the sample population, which impacts the 
generalization of the results. This limitation could potentially reduce the applicability of the findings 
to a broader context or diverse student populations.  

It is understandable that students from Vietnam, Cambodia, Thailand, and Myanmar, as non-

native speakers, experience higher levels of speaking anxiety compared to other nationalities. 

Language proficiency challenges are common among non-native speakers, which can result in 
difficulty comprehending lectures, engaging in classroom discussions, or accomplishing 
assignments. 

3. 3 Research Question 3 

To answer research question 3, four cases were drawn to illustrate the situations that provoke 
change of the level of the students’ speaking anxiety. Only the items that indicated a change in 
participants' speaking anxiety levels were presented in the tables. 

Case 1: Olga, High anxiety (M=3.36) 

Based on the results in Table 5, it seems that Olga's anxiety level changes, most notably in items 11 
“heart pounding when called”, 15 “not enjoy speaking”, and 16 “more confused when speaking”.  
Regarding the decreased of speaking anxiety, she said, "I feel that I know what to expect", suggesting 
that uncertainty and unpredictability may contribute to her anxiety levels. When she has a clearer 
idea of what to expect, her anxiety levels may decrease.  She continued,  

This time, I know and understand the statements better. I am also more comfortable with the 

activity compared to the first time.  

 

This suggests that competence and familiarity with the task may also play a role in her 
anxiety levels. When she feels more competent and familiar with the task, her anxiety level may 
decrease.  Others reasons she has given were familiarity with the activity and comfortability talking 
with people she knows, and the more she speaks, the more comfortable she becomes. It seems that 
Olga's anxiety levels are influenced by a variety of factors related to familiarity, predictability, 
competence, and social support.  

Table 5. Olga’s chosen statements 

Items Survey Sort 1 Sort 2 
8. afraid when others laugh at me Strongly agree Agree Agree 

10. fear of speaking English Strongly agree Strongly agree Disagree 

11. heart pounding when called Strongly agree Agree Disagree 

15. not enjoy speaking Disagree Agree Strongly disagree 

16. more confused when speaking Disagree Agree Strongly disagree 

 

Case 2: Nittaya, High anxiety (M=3.52) 

The results suggest that Nittaya's anxiety (refer to Table 6) is influenced by various factors. 

It is interesting to note items 5 “nervous when teacher asks something”, 7 “nervous when speaking”, 
9 “nervous when teacher asks questions’, 12 “not relaxed when speaking”, 14 “not confident when 
speaking”, 15 “not enjoy speaking”, and 18 “anxious while waiting”, suggest decreasing speaking 
anxiety levels. During the interview, Nittaya stated the following reasons: 



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

This time, I know and understand the statements better. I am also more comfortable with the 

activity compared to the first time. 

I am familiar with the activity. 

I am comfortable talking to people I know. 

The more I speak, the more comfortable I become. 

 

Table 6. Nittaya’s chosen statements 

Items Survey Sort 1 Sort 2 

5. not confident while speaking Strongly agree Agree Agree 

7. nervous when speaking Strongly agree Agree  Disagree 

9. nervous when teacher asks questions Strongly agree Agree  Disagree 

12. not relaxed when speaking Strongly agree Agree  Disagree 

14. not confident Strongly agree Agree Disagree 

15. not enjoy speaking Strongly agree Agree  Strongly disagree 

18. anxious while waiting Strongly agree Agree Disagree 

 

Based on the provided statements, it appears that each statement reflects a level of agreement 
regarding the speaker's reduced anxiety in different situations. The first statement indicates that the 
speaker's familiarity and understanding of the statements and the activity have increased. As a result, 
she feels more comfortable, suggesting a decreased level of anxiety.  The second statement, 
familiarity with the activity, implies that the student has a level of comfort and experience with it. 

This familiarity likely reduces anxiety as the speaker she knows what to expect and how to engage 
with the activity.  With regard to the third statement, it shows that she feels at ease when conversing 
with people they know, which suggests a decrease in anxiety in these situations. The familiarity and 
trust with known individuals can create a supportive and comfortable environment, reducing the fear 
of judgment or criticism.  And the last statement suggests that the student's anxiety decreases as she 
continues to engage in the classroom activities. This progressive decrease in anxiety could be due to 
building self-confidence, gaining experience, and becoming more adept at handling speaking 
situations. Such responses have meaningful pedagogical implications.  

Case 3: Aldrich, Low anxiety, (M=1.40) 

Although Aldrich has low anxiety, one situation that increased his anxiety was when 

“nervous when he forgets something” (see item 4 in Table 7). He explained, 

There was changed in the last activity. I was given a topic I was not familiar with. And the 

other students seemed more knowledgeable. 

The statement suggests that Aldrich's anxiety increased due to several situations. First, the change in 
the activity. This implies that the student was caught off-guard or unprepared for the new topic. 

Sudden changes can lead to increased anxiety, especially if the individual feels unprepared or lacks 
confidence in their ability to adapt quickly. Next, speaking about a subject one doesn't have much 
knowledge about can naturally lead to feelings of anxiety, as it becomes more challenging to express 
oneself confidently and provide accurate information. Another situation is comparison with peers 
wherein the participant felt that other students appeared more knowledgeable about the topic. This 
comparison can trigger feelings of inadequacy and self-doubt, which can further exacerbate anxiety. 

It is also possible that fear of judgment provoked the student’s anxiety. It can be deduced that the 
combination of being unfamiliar with the topic and perceiving other students as more knowledgeable 
can create a fear of being judged negatively by peers. This fear can contribute to increased anxiety 
while speaking. 

Table 7. Aldrich’s chosen statements 

Items Survey Sort 1 Sort 2 

4. nervous when forgets something Strongly disagree Strongly disagree Agree 

8. afraid when others laugh Strongly disagree Strongly disagree Disagree 

 



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

Moreover, he said that he was familiar with the activity that he changed from ‘strongly 
disagree’ to ‘disagree’ on item 8. There could be two reasons: confidence and efficient 
communication. The student’s familiarity with the activity may have given him more confidence in 
his ability to participate effectively. This confidence could have led him to feel less of a need to speak 
up, as they already understand the topic or process.  Secondly, as the speaker is familiar with the 
activity, he may be able to communicate more efficiently and effectively, requiring fewer words or 
explanations. This efficiency can result in a decrease in speaking. 

Case 4: Vince, Low anxiety, (M=1.24) 

For Vince’s case (see Table 8), there was decreased of speaking anxiety in item 8 “nervous 

when other laugh.” He said, 

I changed a little because I think of the people I speak to. So, it shouldn't be that bad if they 

know me. 

The statement suggests that familiarity with the audience could decrease speaking anxiety. By 
considering the audience, it can help create a more comfortable and relaxed environment for the 
students, reducing anxiety.  The student may have perceived that the audience is less likely to judge 
her harshly since they already know each other. Also, knowing the audience means that the student 
might share common experiences and understanding with them. This shared knowledge can make 
communication easier and create a sense of camaraderie, which can help alleviate anxiety.  There 
might be an increase of confidence as Vince feel more capable of expressing her thoughts and ideas, 
as she trusts that the audience will be receptive and understanding, which can lead to decreased 
anxiety.   

Table 8. Vince’s chosen statements 

Items Survey Sort 1 Sort 2 

8. afraid when others laugh Strongly agree Agree Agree 

 

It interesting to discuss the individual results based on Freeman-Larsen’s CDST. As stated 
previously, speaking anxiety could be a nonlinear, dynamic process influenced by numerous 
interacting variables, which can lead to unique language learning trajectories for each individual. In 
this context, the cases of Olga, Nittaya, Aldrich, and Vince offer insights into how different factors 
interact and impact speaking anxiety.   

For Olga, the interaction between uncertainty, predictability, familiarity, and competence 
demonstrates how changes in one aspect can have cascading effects on other aspects of her language 
learning experience. As her familiarity and competence increase, the nonlinear dynamics of her 
learning system help reduce anxiety levels. This highlights the importance of understanding and 
addressing multiple factors to create an adaptive learning environment that accommodates individual 
needs.  Nittaya's case showcases how the interplay between practice, familiarity, and social support 
contributes to her unique learning trajectory. By engaging in more speaking activities and receiving 
support from familiar peers, her anxiety levels decrease, illustrating the interconnectedness of these 
factors within her language learning system.  In Aldrich's case, the interaction between preparedness, 
self-confidence, and fear of judgment reveals how changes in one variable can lead to fluctuations in 
anxiety levels. CDST helps us understand that learning is a dynamic process, and learners will 
experience variations in their anxiety levels as they encounter different situations.  Vince's case 
illustrates the role of audience familiarity and trust in the complex dynamic system of language 
learning. The interconnectedness of these factors affects his anxiety levels, emphasizing the 
importance of considering the social context in which language learning occurs.   

As can be seen from above, each learner's unique set of interacting factors (see Akkakoson, 
2016; Aydin, 2008; Kulwattanapaisarn et al., 2022; Jen, 2003; Rajitha & Alamelu, 2020; Wilang, 
2022; Young, 1991) shapes their speaking performance, and understanding these interactions can 
help educators develop tailored strategies to address speaking anxiety and support language learners 
in building confidence and enhancing their language learning experience. 



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

Future studies should take into account the following considerations. Firstly, cultural and 
contextual factors can significantly influence the experience of speaking anxiety. EFL students from 
diverse cultural backgrounds may exhibit variations in the manifestation and intensity of speaking 
anxiety, as evidenced by the relevance of these factors in this study's participants. Researchers should 
be mindful of these factors and ensure that their studies adequately address the specific cultural and 
contextual contexts of their participants.  Secondly, it is important to recognize that speaking anxiety 
is often self-reported, relying on participants' subjective perceptions and descriptions. Self-report 
measures may be susceptible to biases, as individuals might underreport or over report their levels of 
anxiety. Researchers should be aware of this potential bias and consider complementing self-report 
measures with additional methods, such as behavioral observations or physiological measures, to 
provide a more comprehensive understanding of speaking anxiety in individual cases. 

4 Conclusions and Pedagogical Implications 

The current study conducted on speaking anxiety in students from an international university 
in Thailand has revealed mixed results. While participants displayed confidence and lack of fear 
when speaking English in certain situations, they experienced anxiety and panic when speaking 
without preparation or when compared to their peers.  The results also highlight the potential 
influence of nationality and geographical location on speaking anxiety. Participants from specific 
countries, such as American, Brazilian, Indian, and Togolese, reported little to no speaking anxiety, 
while participants from other countries, such as Cambodian, Burmese, Thai, and Vietnamese, 
experienced anxiety. This could suggest that cultural factors and language learning experiences might 
play a role in shaping anxiety levels. Moreover, participants from rural areas tended to exhibit more 
anxiety compared to their urban counterparts, possibly due to differences in English language 
exposure, learning opportunities, and cultural values.   

These findings emphasize the need to address speaking anxiety in language learning settings 
by considering factors such as nationality, cultural background, and geographical location. Educators 
should be sensitive to the needs of their students and develop strategies to help them overcome 
anxiety, build confidence, and enhance their language learning experience. Future research should 
further investigate the role of culture, language learning experiences, and environmental factors in 
shaping anxiety levels to better understand and support language learners. 

Analyzing the individual cases provides valuable insights into the various factors that may 
influence speaking anxiety levels among language learners. Factors such as familiarity, 
predictability, competence, and social support play a significant role in shaping the students' anxiety 
levels.  For Olga, uncertainty and unpredictability, as well as a lack of familiarity and competence, 
contribute to her anxiety. As she gains experience and becomes more familiar with the activities, her 
anxiety decreases.  In Nittaya's case, her anxiety levels decrease as she engages more in speaking 
activities, becomes more familiar with them, and feels comfortable speaking with people she knows. 

This shows the importance of practice, familiarity, and creating a supportive environment.  Aldrich 
experiences low anxiety but faces increased anxiety when dealing with unfamiliar topics and 
perceiving other students as more knowledgeable. This highlights the role of preparedness, self-

confidence, and the fear of being judged negatively by peers. Lastly, Vince also exhibits low anxiety 
and experiences a decrease in anxiety when considering the familiarity of the audience. This suggests 
that knowing the audience and trusting their receptiveness can boost confidence and alleviate anxiety. 

Understanding these factors can help educators develop effective strategies to address speaking 
anxiety and support language learners in building confidence and enhancing their language learning 
experience. 

4.1 Pedagogical implications 

The findings offer insights into factors that can influence a learner's comfort and anxiety in 
various situations. Thus, the following pedagogical implications are drawn:   

• Importance of repetition and practice - suggests that learners become more 
comfortable with activities and statements when they have the opportunity to engage 
with them multiple times. Educators should create opportunities for practice and 
repetition to help learners build confidence and familiarity. For example, new 



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Vol. 6, No. 1, April 2023, pp. 32-43 

Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

vocabulary words or sentence structures can be used repeatedly to reinforce learning 
and retention.  

• Familiarity and scaffolding - highlights the importance of familiarity with an 
activity. Learners can feel anxious when faced with unfamiliar topics and perceived 
expertise of peers. Educators should be sensitive to these situations, providing 
appropriate guidance, support, and encouragement to help learners navigate these 
challenges.  Also, teachers can use scaffolding techniques to build on learners' 
existing knowledge and gradually introduce new concepts, helping to create a 
comfortable learning environment.   

• Role of peer relationships - emphasizes the importance of building positive 
relationships among learners. Teachers can foster a supportive classroom 
environment by encouraging peer collaboration, group discussions, and 
opportunities for students to build connections with one another. One possible 
approach is to pair students with high levels of anxiety in speaking English with 
more confident peers. However, it is essential for the teacher to closely supervise the 
activity to ensure that anxious students can derive maximum benefit from the 
experience.  

• Incremental exposure - suggests that learners become more comfortable with 
speaking as they gain experience. Teachers can incorporate incremental exposure 
strategies in their lessons, gradually increasing the complexity and frequency of 
speaking opportunities to help learners build confidence.   

• Encouraging self-awareness and reflection - indicates the importance of self-
awareness and reflection. Teachers can encourage learners to reflect on their 
feelings, recognize their strengths, and consider the context of their interactions, 
helping them better manage anxiety and develop self-confidence. Encouraging 
students to write reflective journals at the end of their language lessons can be 
beneficial. 

 
Acknowledgment 

 

The researchers wish to express profound gratitude to everyone involved in this research project, 

from data collection to analysis, and those who provided valuable feedback. Heartfelt thanks to all 

contributors and parties who facilitated the completion of this manuscript. 

 

Declarations 

 

Author contribution :  Jebmani Anthoney was responsible for the entire research project. 

She was responsible for the project approval, data collection, and 

data analysis. Jeffrey D. Wilang led the writing of the manuscript 

and the collaboration with the first author. Both authors 

revised,proofread, and approved the final manuscript. 

Funding statement :  This research received funding from Asia-Pacific International  

University, Saraburi, Thailand. 

Conflict of interest :  All authors declare that they have no competing interests. 

Ethics declaration        :  We as authors acknowledge that this work has been written based

 on ethical research that conforms with the regulations of our  

university and that we have obtained permission from the relevant 

institute when collecting data. We support English Language 

Teaching Educational Journal (ELTEJ) in maintaining high 

standards of personal conduct, practicing honesty in all our 

professional practices and endeavors. 

Additional information:  No additional information is available for this paper. 

 

 



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Anthony, J. and Wilang, J. D. (The complexity of speaking anxiety among students…..) 

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