Speaking Anxiety of Pre-service teachers in English Language Education: Basis for effective classroom intervention
DOI:
https://doi.org/10.5281/zenodo.20079292Keywords:
classroom intervention, pre-service teachers, speaking anxietyAbstract
This study investigated speaking anxiety among pre-service teachers in English Language Education at Pamantasan ng Cabuyao, with the goal of developing an effective classroom intervention to manage and reduce speaking anxiety. Grounded in Foreign Language Anxiety Theory, Krashen’s Affective Filter Hypothesis, Complex Dynamic Systems Theory, and Social Constructivist Theory, the research examined both the factors contributing to anxiety and the strategies used to address it. Employing an exploratory sequential mixed methods design, the study began with qualitative interviews of eight purposively selected participants, followed by a quantitative survey of 158 respondents. The qualitative phase identified key themes, including cognitive-performance anxiety, linguistic insecurity, social evaluative anxiety, and professional pressure. It also uncovered coping strategies such as preparation and practice, emotional regulation, resource-based learning, social support, and self-efficacy. The quantitative phase measured the extent and interrelationships of these variables, confirming that speaking anxiety is a multidimensional construct shaped by psychological, social, and contextual factors. Results indicated a significant positive relationship between contributing factors and anxiety levels. Based on integrated findings, the study proposed, SPEAK-EASE, a classroom intervention framework to reduce anxiety and foster speaking confidence. The research highlights the importance of supportive learning environments and structured pedagogical strategies in enhancing oral communication among pre-service teachers.
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