A Narrative Inquiry of College Students’ Speaking Anxietyin English for Biology Education Major Students of Universitas Muhammadiyah Kupang in East Nusa Tenggara

This study aimed to investigate the factors contributing to students’ speaking anxiety in an English for Specific Purposes (ESP) class and identify the strategies they use to overcome it. This study employed a qualitative narrative inquiry design. The participants consisted of eight Biology Education students at Universitas Muhammadiyah Kupang selected through purposive sampling. Data were collected through narrative frames and semi-structured interviews. The data were analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed that students’ speaking anxiety was influenced by three main categories: communication apprehension, test anxiety, and fear of negative evaluation. These categories were reflected in several factors, including shyness, lack of confidence, linguistic difficulties, lack of preparation, fear of making mistakes, peer judgment, peer distraction, and cyberbullying. The findings also showed that students employed various strategies to overcome their speaking anxiety, including preparation and practice, cognitive preparation through the use of technology, relaxation strategies, avoidance and escape strategies, and positive reframing with self-motivation. The study concludes that students’ speaking anxiety is influenced by linguistic, psychological, and social factors. Therefore, creating a supportive classroom environment and encouraging effective coping strategies are essential to reducing speaking anxiety and improving students’ speaking performance in ESP classrooms.

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