English (United Kingdom)

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This research aims to achieve two main objectives. First, to investigate the factors which cause learners’ language speaking anxiety. Second, to discover what are the appropriate strategies that teachers and learners can follow to reduce their language anxiety. The research depends on one main data gathering tool which is a questionnaire that was addressed to 106 (88 male and 18 female) learners of freshman, sophomore, junior and seniors classes of English language department at Kandahar University. The data was collected through simple random sampling and population size was 145 students. To gather information from large group of participants quantitative design was chose for the study. Moreover, data was analyzed by using SPSS (22) version. The study reveals that most foreign language learners have a great amount of anxiety, especially in the speaking skill. Moreover, there are many factors that increase the learners’ speaking anxiety such as: communication apprehension, fear of negative evaluation, lack of motivation, negative selfperceptions and speaking activities, which affects their learning and leads to a weak performance in the classroom. The results also illustrate different strategies in which the students and teachers can rely on to minimize or alleviate foreign language speaking anxiety and help students' develop and promote their oral performance.

Language Speaking Anxiety in EFL classes at English Department, Kandahar University