ASSESSING EFL LEARNERS’ ANXIETY IN SPEAKING ENGLISH THE CASE OF HARSHIN SECONDARY AND PREPARATORY SCHOOL

Abstract

This study attempted to assess EFL learners’ anxiety to speak English in Harshin secondary and Preparatory school in Somali regional state. The researcher used three data gathering instruments namely questionnaire, semi-structured interview and classroom observation. Sixty Preparatory (Grade11 ) students answered the questionnaire regarding factors that cause anxiety in English speaking classroom. In addition to this, 4 EFL teachers were interviewed. Data gathered through these tools were analyzed using mixed approach data analysis method The research findings indicated that a considerable number of students were anxious to respond to the teacher and remained silent in oral English language classrooms due to many causes such as psychological factors like fear of speaking in front of their classmates and teacher, negative teachers’ traits, shyness, lack of confidence, and fear of making mistakes and factors related to classroom procedures, language difficulties like low English proficiency and socio-cultural factors Based on the findings strategies of scaffolding learners to learn speaking in conclusions and recommendations were discussed in relation to review of related literature with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts. Some scaffolding implications were like reducing task difficulties of the learners, lessening of foreign language learning anxiety, help learners get rid of the state of unwilling to speak in classroom, taking in to account ways of learners error correction and enhancing learners’ motivation towards learning to speak in the classroom. In addition to this, boosting learners’ confidence and self–esteem as well as positive attitude and self–perception towards making mistakes while speaking English in the classroom are some of the most paramount important strategies in EFL learning and teaching process.