Predictors and moderators of ESL classroom speaking anxiety: a structural equation modelling approach

Purpose This study investigates the psychological and contextual determinants of speaking anxiety among Malaysian university students enrolled in English as a Second Language (ESL) courses. Specifically, it examines the roles of communication apprehension, test anxiety and fear of negative evaluation, and how these relationships are moderated by perceived social support – emotional, informational and instrumental. Design/methodology/approach A cross-sectional survey was administered to 323 undergraduate ESL learners at a public university in Sarawak, Malaysia. Data were analysed using structural equation modelling (SEM) to evaluate both the direct effects of anxiety-related predictors and the moderating effects of perceived social support on classroom speaking anxiety. Findings The analysis revealed that communication apprehension and test anxiety significantly predict ESL speaking anxiety, while fear of negative evaluation showed no direct effect. Crucially, all three types of perceived social support significantly moderated these relationships, buffering the negative emotional impact of the anxiety-related factors. Practical implications The findings highlight the importance of fostering a supportive learning environment through targeted emotional, informational and instrumental support strategies. Such interventions can mitigate speaking anxiety and enhance students’ language learning experiences. Originality/value This study bridges anxiety theory with social support frameworks to provide a nuanced understanding of ESL speaking anxiety in multilingual, postcolonial higher education settings. It offers actionable insights for educators and policymakers seeking to promote emotionally inclusive and contextually responsive ESL instruction.