SPEAKING ANXIETY IN ESP CLASSROOMS: EVIDENCE FROM TECHNICAL UNIVERSITY STUDENTS
Abstract
Speaking competence in English has become a critical requirement for students in technical higher education, where future engineers are increasingly expected to participate in academic discussions, deliver professional presentations, and collaborate in international contexts (Crystal, 2003; Jenkins, 2014). Despite its importance, oral communication remains one of the most challenging skills for technical university students, often accompanied by high levels of anxiety. Previous research identifies speaking as the most anxiety-provoking aspect of foreign language learning, particularly in English for Specific Purposes (ESP) classrooms (Horwitz, Horwitz, & Cope, 1986). The present study aims to examine the level, sources, and effects of speaking anxiety among technical university students enrolled in ESP courses. A mixed-methods research design was employed, combining a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) with semi-structured interviews. The participants were undergraduate engineering students studying English for professional and academic purposes. Quantitative results revealed a moderate to high level of speaking anxiety, with oral presentations and spontaneous speaking tasks identified as the most anxiety-inducing activities. Qualitative findings further indicated that fear of negative peer evaluation, limited technical vocabulary, and accuracy-focused classroom practices contributed significantly to students’ speaking anxiety. The integration of quantitative and qualitative data highlights the situational and task-specific nature of speaking anxiety in ESP contexts. The findings suggest the need for anxiety-sensitive ESP pedagogy, emphasizing scaffolded speaking tasks, supportive classroom environments, and formative assessment practices. Such approaches may help reduce speaking anxiety and promote more confident oral communication among technical university students.