Exploring students’ perspectives on gender differences in speaking anxiety of EFL learners in an Indonesian junior high school
DOI:
https://doi.org/10.28918/erudita.v6i1.14641Abstract
Purpose — Although speaking anxiety has been widely investigated, limited attention has been given to junior high school students, particularly regarding gender differences. This study explores how learners of English as a foreign language (EFL) experience, express, and manage speaking anxiety during English learning.
Design/methodology/approach — This study employed a descriptive qualitative approach. Classroom observations, reflection questions, and semi-structured interviews were used to investigate students’ experiences, emotional responses, and strategies for managing speaking anxiety. The data were analyzed to identify patterns related to anxiety, gender differences, and classroom factors influencing their speaking.
Findings — The findings reveal that many ninth-grade EFL learners reported feeling anxious when speaking publicly. Female students tended to express their anxiety, while male students often concealed their nervousness through humor or relaxed behavior. Furthermore, teacher support, frequent speaking practice, and a supportive environment were identified as important factors in reducing students' anxiety.
Originality/value — This study offers unique empirical evidence on how socio-emotional expressions of speaking anxiety are mediated by gender among early adolescents in an Indonesian EFL setting. By revealing the divergent behavioral adaptations between male and female students, this research provides researchers and practitioners with an authentic lens for designing emotionally safe, context-sensitive oral communicative interventions.
Keywords:
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