The Impact of Foreign Language Classroom Anxiety on EFL Learners' Speaking Performance

Abstract

This study aimed to investigate the impact of foreign language classroom anxiety on the speaking performance of EFL learners at the University of Misurata by identifying their level of anxiety, measuring their speaking performance, and analyzing the relationship between the two variables. The study adopted a descriptive-analytical approach, and the sample consisted of 60 male and female students from the Department of English, Faculty of Languages and Translation, University of Misurata. A questionnaire was used to measure foreign language classroom anxiety, along with an instrument for assessing speaking performance according to several criteria, including fluency, pronunciation, grammatical accuracy, vocabulary, and oral communication. The results showed that the participants experienced a noticeable level of foreign language classroom anxiety, especially in aspects related to fear of making mistakes, fear of negative evaluation, and low self-confidence while speaking. It was also found that the students’ speaking performance was moderate, with relative weakness in fluency and pronunciation. Statistical analysis revealed a significant negative relationship between classroom anxiety and speaking performance; that is, the higher the anxiety, the lower the level of speaking performance. These findings highlight the importance of a supportive classroom environment and the teacher’s role in reducing anxiety and improving learners’ opportunities for oral participation.