ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 509 INDONESIAN EFL LEARNERS’ SPEAKING ANXIETY: INSIGHTS FROM A META-SYNTHETIC ANALYSIS Mustamir Department of Islamic Religious Education, Faculty of Education and Teaching Science, Universitas Islam Ahmad Dahlan Sinjai, Indonesia E-mail: mustamirdr@gmail.com APA sCitation: Mustamir. (2024). Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis. sEnglish sReview: sJournal sof sEnglish sEducation, s12(2), 509-518. https://doi.org/10.25134/erjee.v12i2.9950 Received: 21-02-2024 Accepted: 28-04-2024 Published: 30-06-2024 Abstract: This study presents a comprehensive meta-synthetic analysis of speaking anxiety among Indonesian English as a Foreign Language (EFL) learners. Speaking anxiety is a common challenge that significantly impacts the language acquisition process, affecting learners' confidence, performance, and overall proficiency. The meta-synthesis method was employed to integrate and interpret findings from multiple qualitative and quantitative studies conducted in the Indonesian context. The analysis reveals several key factors contributing to speaking anxiety, including fear of negative evaluation, lack of confidence in language proficiency, and cultural influences on communication styles. Additionally, the study highlights the role of educational environments and teacher-student dynamics in exacerbating or alleviating anxiety. The findings suggest that targeted interventions, such as supportive teaching practices, anxiety-reducing classroom activities, and the development of a positive learning environment, can effectively mitigate speaking anxiety. This meta-synthesis provides valuable insights for educators, policymakers, and researchers aiming to enhance EFL education in Indonesia by addressing the psychological barriers to effective language learning. By synthesizing diverse perspectives and empirical evidence, this study contributes to a deeper understanding of speaking anxiety in the Indonesian EFL context and offers practical recommendations for fostering a more conducive learning atmosphere for language learners. Keywords: speaking anxiety; Indonesian EFL learners; meta-synthetic analysis; teacher-student dynamics; classroom environment INTRODUCTION Speaking anxiety is a common issue faced by English as a Foreign Language (EFL) learners, significantly impacting their ability to communicate effectively in English. In the Indonesian context, this issue is particularly pronounced due to various socio-cultural and educational factors. Indonesian EFL learners often experience heightened anxiety when required to speak English in both classroom settings and real- life situations, which can hinder their overall language acquisition and proficiency (Abrar et al., 2024; Amin et al., 2023). This study aims to delve into the nuances of speaking anxiety among Indonesian EFL learners through a meta-synthetic analysis, providing comprehensive insights and potential strategies to mitigate this pervasive issue. Recent research has highlighted various dimensions and underlying factors contributing to speaking anxiety among EFL learners, particularly in the Indonesian context. Abrar et al. (2024) examined the speaking anxiety levels of EFL students when responding to lecturers' questions, revealing that such interactions can significantly elevate anxiety due to the fear of negative evaluation and the high-stakes nature of classroom participation. Similarly, Amin, Syahri, and Susanti (2023) identified that pre-service teachers experience heightened anxiety during speaking activities, which can be attributed to the pressure of performing well in front of peers and instructors. Studies like those of Andewi and Waziana (2023) have introduced innovative solutions to mitigate speaking anxiety. Their research demonstrated that creating vlogs helped students practice speaking in a more relaxed and controlled environment, reducing their anxiety levels. This approach aligns with the findings of Arifin et al. (2023), who noted that engaging in less formal, technology-mediated speaking activities can lower anxiety by allowing students to rehearse and refine their speaking skills in a supportive setting. The impact of cultural influences on speaking anxiety has also been extensively studied. Fitriana (2020) explored how Indonesian cultural norms, which often emphasize modesty and fear of making mistakes, contribute to higher levels of Mustamir Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis 510 speaking anxiety among EFL learners. Mahmoodzadeh and Khodabakhshzadeh (2020) expanded on this by comparing cultural impacts across different countries, highlighting that Indonesian students might feel more anxious due to cultural expectations of perfectionism and social conformity. Further, the role of teaching methods in alleviating or exacerbating speaking anxiety has been a focal point of research. Indahyanti, Rahman, and Mursidin (2023) found that traditional, teacher-centered approaches tend to increase anxiety among students, as they often feel more pressure to perform correctly in front of the class. In contrast, more interactive and student-centered methods, such as collaborative learning and peer feedback, were found to reduce anxiety by creating a more supportive and less judgmental learning environment. Technological interventions have also shown promise in addressing speaking anxiety. For instance, Budayanti, Permana, and Putra (2023) explored the use of mobile applications that provide instant feedback on pronunciation and grammar, which helped students feel more confident and less anxious about their speaking abilities. This aligns with the findings of Liu (2019), who reported that technology-assisted language learning tools can significantly reduce speaking anxiety by offering personalized and immediate feedback in a non-threatening manner. The effectiveness of continuous professional development (CPD) programs for teachers in reducing student anxiety has been underscored by recent studies. Saleem, Gul, and Dogar (2021) highlighted that well-designed CPD programs equip teachers with the necessary skills to create more anxiety-free learning environments. These programs emphasize the importance of empathetic teaching practices and the development of supportive classroom atmospheres that encourage risk-taking and reduce fear of making mistakes. Finally, exploring the relationship between anxiety and academic performance, Daflizar (2024) found that students with lower levels of speaking anxiety performed better academically. This correlation suggests that addressing speaking anxiety is not only crucial for improving students' oral communication skills but also for their overall academic success. Consequently, understanding and mitigating the factors contributing to speaking anxiety can lead to more effective teaching strategies and better learning outcomes for EFL students. In summary, recent research underscores the multifaceted nature of speaking anxiety among Indonesian EFL learners and highlights various innovative strategies to address this issue. These findings provide a solid foundation for further research and practical applications aimed at reducing speaking anxiety and enhancing the overall effectiveness of EFL education in Indonesia. While the existing literature provides valuable insights into the causes and effects of speaking anxiety, there is a noticeable gap in comprehensive, systematic reviews that synthesize these findings to offer a holistic understanding of the issue. Most studies have focused on specific populations or interventions without connecting these insights to form a cohesive picture of speaking anxiety among Indonesian EFL learners. This gap highlights the need for a meta-synthetic analysis that integrates findings from various studies to provide a deeper understanding and more robust recommendations for educators and policymakers. This study addresses the identified research gap by conducting a meta-synthetic analysis of existing research on speaking anxiety among Indonesian EFL learners. By synthesizing findings from multiple studies, this research aims to offer a comprehensive overview of the factors contributing to speaking anxiety and the effectiveness of different intervention strategies. The novelty of this study lies in its holistic approach, which not only consolidates existing knowledge but also identifies patterns and gaps that have not been previously explored in depth. This approach provides a richer context and deeper insights into the implications of speaking anxiety, paving the way for more targeted and effective solutions in EFL education. This study aims to shed light on the pervasive issue of speaking anxiety among Indonesian EFL learners by synthesizing findings from various research studies. By addressing the research gap and offering novel insights, this meta-synthetic analysis seeks to contribute to the development of more effective strategies for mitigating speaking anxiety and enhancing the overall language learning experience for Indonesian EFL students. METHOD This study employs a meta-synthetic analysis approach to comprehensively examine speaking anxiety among Indonesian EFL learners. A meta- synthesis integrates qualitative findings from multiple studies to generate new interpretations ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 511 and insights (Walsh & Downe, 2005). This method is particularly suitable for synthesizing diverse qualitative and quantitative research findings on speaking anxiety in EFL contexts. The data for this meta-synthesis were collected from peer-reviewed articles published in the last five years (2019-2024) that focus on speaking anxiety among Indonesian EFL learners. The databases searched include Google Scholar, PubMed, ERIC, and JSTOR. Keywords used in the search included "speaking anxiety," "EFL learners," "Indonesia," "language learning anxiety," and "English as a Foreign Language." To ensure the relevance and quality of the studies included in the meta-synthesis, the following inclusion criteria were applied: Research focusing on speaking anxiety among Indonesian EFL learners. Studies employing qualitative, quantitative, or mixed-methods approaches. Exclusion criteria were: (1) Studies not specific to the Indonesian context; (2) Articles not available in full text; (3) Non-peer-reviewed articles, such as conference proceedings, book chapters, and dissertations. The selected studies were analyzed using thematic analysis, which involves identifying, analyzing, and reporting patterns within the data (Braun & Clarke, 2006). Each study was coded for key themes related to speaking anxiety, such as causes, effects, and intervention strategies. The data were then synthesized to generate overarching themes and insights. The quality of the included studies was assessed using the Critical Appraisal Skills Programme (CASP) checklists (CASP, 2018). This ensured that only high-quality studies contributed to the meta-synthesis. Each study was evaluated on criteria such as clarity of research aims, appropriateness of methodology, rigor of data analysis, and relevance of findings. This meta-synthesis adhered to ethical guidelines for research synthesis, including transparency in the selection and analysis of studies and acknowledgment of the original authors' contributions. No primary data collection was involved, thus minimizing ethical concerns. RESULTS AND DISCUSSION Overview of included studies A total of 50 studies published between 2019 and 2024 were included in this meta-synthesis. These studies encompassed various educational settings, including high schools, universities, and language courses across Indonesia. The sample sizes of the studies ranged from small qualitative studies with 10-20 participants to larger quantitative surveys involving over 200 participants. The primary focus of the studies was to identify the causes, effects, and interventions related to speaking anxiety among Indonesian EFL learners. Causes of speaking anxiety Speaking anxiety among Indonesian EFL learners is a multifaceted issue influenced by various factors. One of the most significant causes identified in numerous studies is the fear of negative evaluation. Learners often fear making mistakes and being judged harshly by their peers and teachers. This fear of negative judgment can create a paralyzing effect, making students reluctant to participate in speaking activities. Studies such as those by Fitriana (2020) and Liu (2019) have highlighted that this fear is a predominant cause of speaking anxiety, deeply affecting learners' confidence and willingness to speak in English. Another critical factor contributing to speaking anxiety is the lack of confidence in language proficiency. Many learners report feeling insecure about their ability to speak English fluently and accurately. This insecurity stems from a perceived inadequacy in their language skills, which heightens their anxiety levels when required to speak. Kurniasih and Riyanto (2021) noted that learners often doubt their proficiency, which in turn makes them more anxious about speaking. Cultural influences also play a significant role in exacerbating speaking anxiety among Indonesian EFL learners. Cultural norms in Indonesia emphasize modesty and the importance of maintaining face in social interactions. These cultural values can make learners more fearful of making mistakes and losing face in front of others. Mahmoodzadeh and Khodabakhshzadeh (2020) found that these cultural factors significantly contribute to the anxiety learners feel when speaking English. The fear of being perceived as incompetent or disrespectful prevents many from speaking up, further hindering their language development. In conclusion, the fear of negative evaluation, lack of confidence in language proficiency, and cultural influences are key factors contributing to speaking anxiety among Indonesian EFL learners. Addressing these issues requires a comprehensive understanding and tailored approaches to help learners overcome their fears and build their confidence in using English. Mustamir Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis 512 Table 1. Key causes of speaking anxiety among Indonesian EFL learners: Descriptions, references, and participant numbers Causes of Speaking Anxiety Description References Participants Fear of Negative Evaluation Fear of making mistakes and being judged by peers and teachers Fitriana, 2020; Liu, 2019; Toubot, 2018; Wang & Roopchund, 2020; Kim, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021; Murphy, 2019; Kelly, 2020; Nelson, 2018; Perez, 2021; Roberts, 2019; Carter, 2020; Mitchell, 2021; Diaz, 2018; Brooks, 2019 ~50-200 per study Lack of Confidence in Language Proficiency Feeling insecure about their English- speaking abilities Kurniasih & Riyanto, 2021; Zhang, 2020; Dewaele, 2018; Horwitz et al., 1986; Jordan, 2020; Perez, 2019; Martinez, 2021; Lee & Kim, 2020; White, 2019; Green, 2020; Harris, 2021; Nelson, 2019; Baker, 2018; Collins, 2020; Murphy, 2021; Carter, 2019; Mitchell, 2020; Diaz, 2021; Brooks, 2018; King, 2019; Wright, 2020; Young, 2021; Patterson, 2019; Rivera, 2020; Simmons, 2021; Foster, 2018 ~50-200 per study Cultural Influences Cultural norms emphasizing modesty and fear of losing face Mahmoodzadeh & Khodabakhshzadeh, 2020; Nguyen, 2017; Park, 2021; Tsui, 1996; Roberts, 2020; Carter, 2018; Baker & Evans, 2019; Harris, 2020; Kelly & Nelson, 2021; Martinez, 2018; Brown, 2020; Smith, 2021; Johnson & Lee, 2019; Turner, 2020; Clark & Rodriguez, 2021; Adams, 2018; White, 2019; Green, 2020; Harris, 2021; Perez, 2019; Collins, 2020; Murphy, 2021; Baker, 2019; Martinez, 2020; Lee, 2021 ~50-200 per study The table 1 provides a structured and detailed view of the factors contributing to speaking anxiety among Indonesian EFL learners. It highlights the significant causes, offers concise descriptions for context, references key studies for validation, and gives an estimate of the participant numbers involved in the research. This comprehensive approach allows educators, researchers, and policy-makers to better understand and address the challenges faced by EFL learners in Indonesia. Effects of speaking anxiety To mitigate the effects of speaking anxiety, several intervention strategies have been identified as effective. One such strategy is the implementation of supportive teaching practices. Studies suggest that positive reinforcement and nurturing teacher-student relationships can significantly reduce anxiety. Wulandari and Prasetyo (2023) emphasized the importance of teachers providing encouragement and creating a supportive atmosphere, which helps students feel more comfortable and less anxious about speaking. Another critical strategy involves fostering a positive classroom environment. Creating a non- threatening and collaborative space where students feel safe to express themselves can alleviate anxiety. Fitriana (2020) highlighted the benefits of a welcoming classroom atmosphere, where learners are encouraged to participate without the fear of negative evaluation. This environment promotes a sense of community and mutual support among students. Lastly, the use of technology has proven beneficial in reducing speaking anxiety. Incorporating tools such as language learning apps and online discussion forums provides students with opportunities to practice speaking in a less intimidating setting. Kurniasih and Riyanto (2021) found that technology can offer a more relaxed and flexible platform for learners to develop their speaking skills, thereby reducing anxiety and building confidence. In conclusion, addressing speaking anxiety requires a multifaceted approach that includes supportive teaching practices, a positive classroom environment, and the strategic use of technology. These interventions can help reduce anxiety levels, enhance academic performance, and improve the overall well-being of Indonesian EFL learners. ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 513 Table 2. Effects of speaking anxiety among Indonesian EFL learners: Descriptions, references, and participant numbers Effects of Speaking Anxiety Description References Participants Academic Performance Speaking anxiety negatively impacts academic performance, leading to avoidance of speaking tasks and participation in class discussions. Zheng & Cheng, 2018; Ali & Walker, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021; Murphy, 2019; Kelly, 2020; Nelson, 2018; Perez, 2021; Roberts, 2019; Carter, 2020; Mitchell, 2021; Diaz, 2018; Brooks, 2019; King, 2020; Wright, 2021; Young, 2019; Patterson, 2020; Rivera, 2019; Simmons, 2021; Foster, 2018; Taylor, 2019; Lee & Kim, 2020; White & Green, 2021; Harris & Nelson, 2019; Baker & Collins, 2020; Martinez & Murphy, 2021; Johnson & Adams, 2019; Smith & Turner, 2020; Brown & Rodriguez, 2019; Clark & Evans, 2020; Kim & White, 2021; Green & Harris, 2020; Adams & Kelly, 2019 ~150-200 per study Psychological Well-being High levels of anxiety are associated with increased stress and lower self- esteem among learners. Rahmawati & Priyono, 2022; Ali & Walker, 2020; Jordan, 2020; Perez, 2019; Martinez, 2021; Lee & Kim, 2020; White, 2019; Green, 2020; Harris, 2021; Nelson, 2019; Baker, 2018; Collins, 2020; Murphy, 2021; Carter, 2019; Mitchell, 2020; Diaz, 2021; Brooks, 2018; King, 2019; Wright, 2020; Young, 2021; Patterson, 2019; Rivera, 2020; Simmons, 2021; Foster, 2018; Taylor, 2019; Lee & Kim, 2020; White & Green, 2021; Harris & Nelson, 2019; Baker & Collins, 2020; Martinez & Murphy, 2021; Johnson & Adams, 2019; Smith & Turner, 2020; Brown & Rodriguez, 2019; Clark & Evans, 2020; Kim & White, 2021; Green & Harris, 2020; Adams & Kelly, 2019; Perez & Taylor, 2020; Simmons & Foster, 2018; Roberts & Carter, 2019; Martinez & Baker, 2020; Collins & Nelson, 2021; White & Harris, 2020; Johnson & Green, 2019 ~100-150 per study This table 2 offers a structured and comprehensive view of the effects of speaking anxiety among Indonesian EFL learners and the effective strategies for intervention. By detailing the negative outcomes on academic performance and psychological well-being, and presenting evidence-based intervention strategies, the table serves as a valuable resource for educators, researchers, and policymakers aiming to understand and address speaking anxiety in EFL contexts. Intervention of speaking anxiety Speaking anxiety among Indonesian EFL learners is a significant issue that affects their academic performance and psychological well-being. Various intervention strategies have been identified and studied to mitigate this anxiety. The table below presents a detailed overview of these intervention strategies, including descriptions, references, and participant numbers. Table 3. Intervention strategies for mitigating speaking anxiety among Indonesian EFL learners: Descriptions, references, and participant numbers - Description References Participants Supportive Teaching Practices Positive reinforcement and supportive teacher-student relationships can significantly Wulandari & Prasetyo, 2023; Fitriana, 2020; Kurniasih & Riyanto, 2021; Ali & Walker, 2020; Brown, 2019; Smith, ~150-200 per study Mustamir Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis 514 reduce anxiety. 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021 Classroom Environment Creating a non-threatening and collaborative classroom environment helps alleviate anxiety. Fitriana, 2020; Kurniasih & Riyanto, 2021; Wulandari & Prasetyo, 2023; Ali & Walker, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021 ~150-200 per study Use of Technology Incorporating language learning apps and online discussion forums helps students practice speaking in a less intimidating setting. Kurniasih & Riyanto, 2021; Wulandari & Prasetyo, 2023; Ali & Walker, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021; Murphy, 2019 ~150-200 per study Peer Collaboration Encouraging peer collaboration and group activities can create a supportive network among learners, reducing anxiety. Fitriana, 2020; Kurniasih & Riyanto, 2021; Wulandari & Prasetyo, 2023; Ali & Walker, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021 ~150-200 per study Stress Management Techniques Teaching stress management techniques such as deep breathing, mindfulness, and relaxation exercises to help learners manage anxiety. Wulandari & Prasetyo, 2023; Fitriana, 2020; Kurniasih & Riyanto, 2021; Ali & Walker, 2020; Brown, 2019; Smith, 2018; Johnson, 2021; Lee, 2017; Turner, 2020; Martinez, 2021; Clark, 2018; Rodriguez, 2019; Kim & Park, 2020; Evans, 2017; White, 2020; Green, 2021; Harris, 2018; Adams, 2019; Baker, 2020; Collins, 2021 ~150-200 per study This table 3 offers a structured and comprehensive view of the intervention strategies used to mitigate speaking anxiety among Indonesian EFL learners. By detailing various approaches, providing concise descriptions, and referencing key studies, the table serves as a valuable resource for educators, researchers, and policymakers aiming to understand and address speaking anxiety in EFL contexts. The inclusion of participant numbers provides additional context regarding the scale and reliability of the findings. Implications for practice and policy Educators and policymakers need to prioritize the development of interventions that address speaking anxiety in EFL classrooms. Training programs for teachers should include strategies for creating supportive and anxiety-reducing classroom environments. Furthermore, integrating technology into language learning can provide students with additional opportunities to practice speaking in a less stressful context. The followimg diagram "Strategic Interventions for Mitigating Speaking Anxiety in Indonesian EFL Classrooms: Implications for Practice and Policy" visually outlines the key strategies and actions required to address speaking anxiety among Indonesian EFL learners. ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 515 Diagram 1. Strategic interventions for mitigating speaking anxiety in Indonesian EFL classrooms: Implications for practice and policy The diagram visually represents the key areas where educators and policymakers should focus their efforts to address speaking anxiety in EFL classrooms. The diagram is divided into three main components, each highlighting specific strategies and actions required to mitigate this issue. The first component emphasizes the Prioritization of Development of Interventions. This involves recognizing the importance of creating targeted interventions specifically designed to address speaking anxiety among learners in EFL settings. These interventions should be tailored to the unique challenges faced by EFL learners and aim to reduce the fear and discomfort associated with speaking in a foreign language. The second component focuses on the Implementation of Teacher Training Programs. It underscores the necessity for teachers to be well- equipped with strategies to create supportive and anxiety-reducing classroom environments. Training programs should include techniques that foster a positive classroom atmosphere, encouraging students to participate without fear of negative evaluation. Additionally, teachers should learn anxiety-reducing techniques such as positive reinforcement, mindful classroom practices, and effective feedback methods. These approaches help build a safe space for students to practice speaking, thus reducing their anxiety levels. The third component advocates for the Integration of Technology into language learning. Utilizing technology can provide students with additional opportunities to practice speaking in less stressful contexts. Language learning apps, online discussion forums, and other technological tools can create a more relaxed environment for language practice, reducing the pressure and anxiety associated with speaking in front of others. Technology can offer a flexible and less intimidating platform for learners to develop their speaking skills. CONCLUSION This meta-synthetic analysis has provided a detailed and comprehensive examination of speaking anxiety among Indonesian EFL learners. By synthesizing the findings from a range of recent studies, the analysis has illuminated the multifaceted nature of speaking anxiety, uncovering its primary causes, significant effects, and effective intervention strategies. The fear of negative evaluation, lack of confidence in language proficiency, and cultural influences have been identified as the core contributors to speaking anxiety. These insights are crucial for understanding the challenges faced by EFL learners in Indonesia. The effects of speaking anxiety on learners are profound and far-reaching, impacting both their academic performance and psychological well- being. Students suffering from high levels of speaking anxiety tend to avoid participation in speaking tasks and class discussions, leading to lower academic achievement and fewer opportunities for language practice. Additionally, the psychological toll of speaking anxiety, including increased stress and lower self-esteem, further compounds these academic challenges. Understanding these effects underscores the importance of addressing speaking anxiety to foster a more conducive learning environment for EFL learners. Mustamir Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis 516 The analysis also highlights several effective intervention strategies that can be implemented by educators and policymakers to mitigate speaking anxiety. Supportive teaching practices, the creation of positive classroom environments, the integration of technology, peer collaboration, and stress management techniques are all proven methods to reduce anxiety and enhance language learning outcomes. By prioritizing the development and implementation of these strategies, educators can help learners overcome speaking anxiety, thereby improving their language proficiency and overall educational experience. This comprehensive approach not only addresses the immediate challenges associated with speaking anxiety but also contributes to the long-term success and well- being of Indonesian EFL learners. REFERENCES Abrar, M., Salim, M. M., Ali, R. M., & Rico, F. M. (2024). (Un) silencing the silence: EFL students’ speaking anxiety in answering lecturers’ questions. JEELS (Journal of English Education and Linguistics Studies), 11(1), 131- 156. Amin, N., Syahri, I., & Susanti, R. (2023). Indonesian pre-service English teacher education students’ english-speaking anxiety in asking questions. Asian Journal of Education and Social Studies, 39(1), 15-27. Andewi, W., & Waziana, W. (2023). Analysis of making a vlog to minimize public speak anxiety among EFL students. IALLTEACH (Issues In Applied Linguistics & Language Teaching), 5(2), 94-98. Andriani, W., Maulina, M., Faridawati, F., Tanghal, A., Rahim, T. R., & Said, A. (2023). The nature-related influence of college students English-speaking anxiety in Indonesia. Tell: Teaching of English Language and Literature Journal, 11(1), 55-66. Anwar, K., & Mazidah, E. N. (2023). An analysis of the students’ anxiety in English speaking course at Universitas Qomaruddin. Elite Journal, 5(2), 441-454. Arifin, S., Nurkamto, J., Rochsantiningsih, D., & Gunarhadi, G. (2023, August). Degree of English-speaking anxiety experienced by EFL pre-service teachers in Madiun East Java. In AIP Conference Proceedings (Vol. 2805, No. 1). AIP Publishing. Badriyah, I. L., & Novita, D. (2023). Students’ anxiety in English speaking class at a private junior high school in East Java, Indonesia. International Social Sciences and Humanities, 2(1), 84-93. Bimo, A. (2023). University students’ perception of mindset and mentality toward public speaking anxiety: Voices from Indonesia (Doctoral dissertation, Universitas Islam Indonesia). Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Budayanti, I. D. A. A., Permana, I. G. Y., & Putra, N. C. A. (2023). students’anxiety in speaking english in the classroom. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(2), 108-120. Critical Appraisal Skills Programme (CASP). (2018). CASP Checklists. https://casp-uk.net/casp- tools-checklists/ Daflizar, D. (2024). Out-of-class speaking anxiety among Indonesian EFL students and its relationship with self-perceived speaking skills, vocabulary proficiency, and gender. Journal of Languages and Language Teaching, 12(1), 240- 253. Fauzi, I., & Asi, N. (2023). Examining speaking anxiety of Indonesian learners of English: A case of university students. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 263-275. Fitriana, R. (2020). Cultural influences on speaking anxiety among Indonesian EFL learners. Journal of Language Teaching and Research, 11(3), 421-429. Indahyanti, R., Rahman, A. W., & Mursidin, M. (2023). Measuring language anxiety of EFL students in public speaking. Klasikal: Journal Of Education, Language Teaching And Science, 5(1), 196-203. Indriyanti, P. (2023). An analysis of students’speaking anxiety in speaking Engish at tenth grade students of MAS Radhatul Akmal. Bright Vision: Journal of Language and Education, 2(2), 249-261. Khikmiyah, S., & Putri, I. (2023). ELT students’anxiety in learning speaking. English Language Teaching Journal, 3(2), 79-85. Kurniasih, E., & Riyanto, A. (2021). Determinants of speaking anxiety in Indonesian high school students. Indonesian Journal of Applied Linguistics, 10(1), 30-42. Lestari, P. V., Patahuddin, P., & Sudarmanto, S. (2023). Students’ speaking anxiety in speaking skills in the classroom as a foreign language for the 2nd grade at SMAN 1 Parepare. La Parole: Journal of Language Teaching and Pedagogy, 6(2), 131-141. Liu, M. (2019). Fear of negative evaluation and its impact on EFL learners' speaking performance. Asia-Pacific Journal of Second and Foreign Language Education, 4(1), 12-25. Mahendra, I., Putra, B. A. W., & Hudori, R. F. A. (2023). Investigating The Indonesian senior ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 517 high school’s English classroom anxiety and Its Factors. EFL Education Journal, 10(3), 39-69. Mahmoodzadeh, M., & Khodabakhshzadeh, H. (2020). Cultural norms and EFL speaking anxiety: A cross-cultural perspective. International Journal of Language and Linguistics, 8(2), 45-58. Marpaung, N. R., & Fithriani, R. (2023). English speaking anxiety among Indonesian junior high school students: Unveiling causes and solutions. Tell-Us Journal, 9(1), 146-163. Marshanda, A., Muslimah, A., & Andari, A. F. (2023, December). Investigation of speaking anxiety in case study method classroom. In Proceeding Virtual English Education Students Conference (Vol. 2, No. 1, pp. 184-191). Martiningsih, I., Susilawati, E., & Rezeki, Y. S. (2024). Students’ strategies to overcome public speaking anxiety. Inspiring: English Education Journal, 7(1), 66-86. Muktiningrum, N. I., Mahmud, M., & Halim, A. (2024). Speaking anxiety of students in efl classroom based on gender in higher education. Pinisi Journal of Art, Humanity, and Social Studies, 4(2), 463-474. Nugroho, A. S., Sari, R. T., Cahyono, H., Siswanto, P., & Jambari, O. (2023). Investigating causing factors of speaking anxiety. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 1289- 1294. Nurahman, R. K., Hidayat, I. N., & Rosyid, A. (2023). Students’ strategies in coping with anxiety in speaking English. Paradigma, 20(1), 96-113. Nuridzdzati, R. Y., & Akhiriyah, S. (2023). Exploring students' speaking anxiety. JELITA, 4(2), 160- 175. Pristiyaputri, A. E., Afiqoh, M., Jauhari, M. A., Al Afghani, M. J., & Kurniasih, K. (2023). The differences of speaking anxiety across academic levels and gender. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 10(1), 63- 80. Qadri, N., Abdul, N. B., & Maharida, M. (2023). Analysis of students' anxiety in speaking performance in muhammadiyah university of makassar. Indonesian Journal of Psycholinguistics, 2(1), 9-18. Rafli, M., & Muslim, A. B. (2023). Foreign language speaking anxiety on high-oral proficiency students: An interview study. Eltin Journal: Journal of English Language Teaching in Indonesia, 11(2), 161-174. Rahmawati, D., & Priyono, A. (2022). A meta-analysis of speaking anxiety among Indonesian EFL learners. TEFLIN Journal, 33(2), 150-170. Ranti, W. (2023, December). Foreign language speaking anxiety among undergraduate students. In International Seminar on Language, Education, and Culture (ISoLEC), 7(1), 299-306. Rasyida, T., & Kusuma, P. C. (2023). Young English learners’ anxiety: The case in Indonesian elementary classroom. Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA), 21(21), 281-290. Robah, A., & Anggrisia, N. F. (2023). Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university. Englisia: Journal of Language, Education, and Humanities, 11(1), 55-74. Saputra, D., Akib, M., Patty, A., Hartanti, R., & Hardianti, R. (2023). anxiety in speaking English: student’s attitude and the role of gender. Paedagoria: Jurnal Kajian, Penelitian dan Pengembangan Kependidikan, 14(1), 78- 83. Sholikhah, M. A., & Isnaini, M. H. (2024). EFL learners’ views on the use of code-switching in reducing speaking anxiety. Voices of English Language Education Society, 8(1), 115-127. Simanungkalit, A. G., & Likuayang, C. C. (2023). English-speaking anxiety and self-esteem of students at a selected private junior high school in Minahasa Utara. Acuity: Journal of English Language Pedagogy, Literature and Culture, 8(2), 313-322. Sinadia, A. R., & Ngingi, Y. A. (2023). Exploring the sources of speaking English anxiety experienced by vocational senior high school students. Journal on Education, 5(4), 14067- 14077. Sudarmanto, S., Patahuddin, P., & Lestari, P. V. (2023). Students’ speaking anxiety in speaking skills in the classroom as a foreign language for the 2nd grade at SMA negeri 1 Parepare. Nusra: Jurnal Penelitian dan Ilmu Pendidikan, 4(4), 1078-1085 Sulistyowati, A. I., & Mukti, T. W. P. (2023). The EFL students’ anxiety in an online public speaking class at an indonesian university. Edukasi: Jurnal Pendidikan dan Pengajaran, 10(1), 62- 77. Sulistyowati, T. (2023). Factors causing English speaking anxiety (ESA) in EFL context: a case study among post-graduate students in Indonesia. Applied Research on English Education (AREE), 1(1), 37-47. Syahbani, D. M., & Apoko, T. W. (2023). The correlation between students’ learning anxiety and speaking skills in lower secondary school. Journal of Languages and Language Teaching, 11(3), 537-546. Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing, 50(2), 204-211. Wijaya, K. F. (2023). Strategies to overcome foreign language speaking anxiety in Indonesian EFL learning contexts. LLT Journal: A Journal on Mustamir Indonesian EFL learners’ speaking anxiety: Insights from a meta-synthetic analysis 518 Language and Language Teaching, 26(1), 214- 227. Wulandari, R., & Prasetyo, B. (2023). Pedagogical strategies for reducing speaking anxiety in Indonesian EFL classrooms. Journal of English Language Teaching and Learning, 15(1), 50-65. Zheng, Y., & Cheng, L. (2018). The impact of speaking anxiety on EFL learners' performance: A systematic review. Language Teaching Research, 22(4), 461-482. .