Student Confidence and Anxiety in L2 Speaking Activities

Abstract

Why do some Japanese students experience a tremendous amount of anxiety when communicating in English as a Foreign Language? How can teachers best address issues of anxiety and confidence to assist language learners in moving beyond such limitations? What can be done so that students have the confidence to interact independently of scripted speaking tasks and can genuinely enjoy autonomous conversation inside and outside the classroom? The researchers conducted a questionnaire study on a sample of 62 students of English in their first year at university in Japan. The questionnaire study examined confidence in speaking English as a foreign language (L2) against variables of L2 proficiency, study abroad experience, first language (L1) personality factors, and confidence in speaking with different interlocutors against the variable of English proficiency level. A follow-up focus group study with eight first year students was conducted in order to elicit a more robust understanding of the actual classroom situation. Preliminary findings suggest that L1 personality factors do have a carryover role in L2 classroom speaking performance. The focus group study highlights classroom speaking activities in which students enjoy varying levels of confidence.