FROM ANXIETY TO EXPRESSION: CHALLENGES FACED BY BEAP (BASICS OF ENGLISH FOR ACADEMIC PURPOSES) STUDENTS IN THE IGCSE (INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION) SPEAKING EXAM AT WESTMINSTER PRE-FOUNDATION COURSES
Abstract
Speaking assessments, such as the IGCSE oral exam, pose notable challenges for learners in the Basics of English for Academic Purposes (BEAP) course, particularly when students must transition quickly to effective spoken communication. This study investigates the factors contributing to anxiety and limited performance among BEAP students at Westminster Pre-Foundation Courses. Using a mixed-methods approach, data were collected through students’ speaking performance recordings and classroom observations. The findings reveal that speaking anxiety, fear of negative evaluation and lack of spontaneous speaking practice are key barriers affecting student performance. Additionally, time pressure and unfamiliar exam formats further intensify these challenges. The study also identifies that structured speaking activities, peer collaboration, and continuous formative feedback can significantly enhance students’ confidence and fluency. Overall, the research emphasises the importance of addressing emotional states of students and their effect on their performance and suggests pedagogical adjustments within BEAP programmes to better support learners’ transition from anxiety to confident expression.