Exploring students’ perspectives on gender differences in speaking anxiety among ninth-grade EFL learners

Abstract

Speaking anxiety in English as a foreign language (EFL) remains a common challenge that affects students’ confidence and classroom performance. Although previous studies have widely examined speaking anxiety, less attention has been given to junior high school students, particularly in relation to gender differences. This study explores how male and female ninth-grade EFL learners experience, express, and manage speaking anxiety during English learning. A descriptive qualitative approach was employed to collect the data through classroom observations, reflective notes, and semi-structured interviews. The findings show that many students feel anxious when speaking publicly, mainly due to fear of making mistakes, negative evaluation, and peer pressure. Female students tended to express their anxiety more openly, while male students often concealed their nervousness through humor or relaxed behavior. Teacher support, frequent speaking practice, and a supportive classroom environment were identified as important factors in helping students reduce anxiety. These findings highlight the importance of gender-responsive teaching strategies that emphasize emotional support and suggest opportunities for further research on the roles of teacher intervention and cultural influences in shaping students’ speaking anxiety.