Investigating Communication Apprehension in English Among Thai High School Students: A Two-Pronged Study on Speaking Anxiety and Attitudes
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Abstract
This study explored speaking anxiety and attitudes towards speaking English in the classroom setting. The data collected from 91 Thai EFL grade 11 students, using questionnaires, classroom observations, and semi-structured interviews. The findings showed moderate levels of speaking anxiety and attitudes among grade 11 students. The Pearson correlation coefficient reported that there was a statistically significant, moderate negative correlation between speaking anxiety and attitudes. Regarding the study program, English-Japanese students exhibited a strong negative correlation. This suggested that students who experienced lower level of anxiety tended to be more positive attitudes towards speaking English in the classroom. Furthermore, qualitative data identified learner characteristics and classroom environment as two main factors affecting speaking anxiety. To cope with speaking anxiety, grade 11 students employed six strategies: self-practice, maintaining concentration, building confidence, managing emotions, positive thinking, and seeking support from friends. Among these, self-practice was the most used strategy.
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