Exploring lecturer awareness for addressing speaking anxiety among english majors

Abstract

This study explores lecturers’ awareness of speaking anxiety among English majors, examining how this awareness impacts teaching strategies. Through qualitative analysis of eight lecturers at UnIPSAS, the study identifies key symptoms and underlying causes of anxiety, revealing lecturers' proactive yet informal approaches. The study identifies specific symptoms of anxiety, such as silence, stammering, and avoidance of eye contact, aligning with Horwitz et al.’s (1986) framework of language anxiety. Key factors contributing to anxiety include students’ lack of confidence, fear of mistakes, and limited proficiency. Results indicate that while lecturers employ strategies like code-switching and supportive practices, there is limited formal support for students experiencing anxiety. These findings underscore the need for structured resources to help lecturers address speaking anxiety, fostering a more conducive learning environment.