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A Quantitative Study to Investigate the Speaking Anxiety among ESL Undergraduate Pakistani Students through the Lens of Krashen’s Affective Filter Hypothesis
Abstract
Abstract
The anxiety to speak is a known problem of English as a Second Language (ESL) learners, especially among undergraduate learners who rely on good oral communication as the key to success in their academic life. Although Pakistani ESL students have been exposed to English lessons over a long period, they all have a feeling of hesitation, fear of being judged negatively, and lose confidence when undergoing speaking tasks. The proposed study is designed to examine the amount and the character of speaking anxiety in ESL undergraduate students in Pakistan using the theoretical framework of the Affective Filter Hypothesis proposed by Krashen. The research questions determined the severity of speaking anxiety, the correlation of the latter with affective variables (motivation and self-confidence), and the interpretation of the results in the context of the theoretical model used by Krashen. The research design used was quantitative research where a structured questionnaire based on the Foreign Language Classroom Anxiety Scale (FLCAS) was utilized. The data was gathered among ESL undergraduate students studying in Pakistani universities and the data assessed with descriptive and inferential statistics. The anticipated findings elaborate common causes of speaking anxiety and to validate the position of affective variables in restraining oral language practice. Pedagogically, the study has major implications because it can inform ESL teachers and curriculum developers in the development of low-anxiety classrooms that can help in oral proficiency and effective language acquisition.
The anxiety to speak is a known problem of English as a Second Language (ESL) learners, especially among undergraduate learners who rely on good oral communication as the key to success in their academic life. Although Pakistani ESL students have been exposed to English lessons over a long period, they all have a feeling of hesitation, fear of being judged negatively, and lose confidence when undergoing speaking tasks. The proposed study is designed to examine the amount and the character of speaking anxiety in ESL undergraduate students in Pakistan using the theoretical framework of the Affective Filter Hypothesis proposed by Krashen. The research questions determined the severity of speaking anxiety, the correlation of the latter with affective variables (motivation and self-confidence), and the interpretation of the results in the context of the theoretical model used by Krashen. The research design used was quantitative research where a structured questionnaire based on the Foreign Language Classroom Anxiety Scale (FLCAS) was utilized. The data was gathered among ESL undergraduate students studying in Pakistani universities and the data assessed with descriptive and inferential statistics. The anticipated findings elaborate common causes of speaking anxiety and to validate the position of affective variables in restraining oral language practice. Pedagogically, the study has major implications because it can inform ESL teachers and curriculum developers in the development of low-anxiety classrooms that can help in oral proficiency and effective language acquisition.