Unveiling English Language Speaking Anxiety: A Comprehensive Study Among Bahawalpur Undergraduate Learners

Bahawalpur undergraduates who are attempting to learn second language proficiency in English encounter numerous difficulties. They consequently suffer from anxiety, fear and other negative emotions. Exploring the amount of anxiety that Bahawalpur students feel when learning English as a second language is the purpose of this study. In order to determine its sources, severity and effect on academic performance, this study investigates speaking anxiety in English among Bahawalpur undergraduate students. Using a questionnaire and Likert scale, 100 first-graders were selected at random. Student’s answers to questions were gathered using a quantitative approach. According to the findings, inadequate practice, worries about criticisms and a lack of confidence with language all contribute strongly to speaking anxiety. Upon evaluating the data using SPSS, it became clear that students in the English program had anxiety that was neither very high nor very low. The study highlights the necessity of tailored interventions and encouraging classroom settings in order to lower anxiety and improve communication abilities. It is recommended that higher education institutions implement faculty development programs. To help pupils feel less anxious, faculty might take on an extra support role and employ task-based learning strategies. Suggestions are offered to help teachers support English language learner’s confidence and fluency.