| Summary: | Speaking Anxiety (SA) is a complex phenomenon. A experienced by learners hinders
their language learning and lead to problem such as being reluctant to participate in
classroom activities and being overly dependent on their teacher. This study discusses
the causes of English language speaking anxiety among Saudi university students and
classroom practices to determine how to decrease SA from both learners' and teachers'
perspectives. This descriptive case study employed mixed method: questionnaires,
interviews and classroom observations. The data was generated throughout semester
one of the academic years 20] 8/20] 9. The semester began in September 20] 8 and ended
in January 2019. The questionnaire was completed by 180 undergraduate students aged
between 19 and 21 following a compulsory, inten ive English course in preparatory
year. The interview participants were 20 students and 12 English Foreign Language
(EFL) teachers of the students. Eight classroom lessons were also observed. The
qualitative data w re analyzed using thematic analysis, while the quantitative data were
analyzed using descriptive statistical analysis. The finding revealed four main themes
within the causes of SA: learners' attitudes and beliefs, teachers' behavior, cultural
attitudes, and inappropriate classroom environment. The findings also revealed two
main classroom practices that may reduce student' SA related to learner and teacher
practice. It was also found that the majority of the instructors were not aware of SA
and its possible debilitating influences on language learning, so they did not bear
learners' SA in mind while they were training and teaching them. This study concludes
that speaking anxiety among Saudi learners in EFL classroom is not only due to learner
and teacher factors but also the deep-rooted culture of the country which expects
learners to listen rather than verbally express themselves. To improve the EFL learning
experience, teachers should take learners' SA into consideration, instead of ignoring it
or leaving them to deal with it by themselves, and employ effective teaching strategies
and classroom practices to reduc learners' SA.
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