Speaking Anxiety as a Barrier to Oral Literacy Development

<p>Speaking anxiety significantly constrains students’ development of oral communication skills, limiting their academic and professional advancement. This study employed an equal-weighted convergent mixed-methods design, integrating quantitative and qualitative data to examine how speaking anxiety functions as a barrier to oral literacy development among undergraduate students in government colleges in Bangladesh. Quantitative data were collected from 360 students across six institutions using the Foreign Language Speaking Anxiety Scale (FLSAS). The instrument’s internal consistency was established through Cronbach’s alpha, and descriptive and inferential statistical analyses were conducted to determine anxiety levels and identify contributing factors. Qualitative data were subsequently gathered through semi-structured interviews with eighteen students and twelve teachers to contextualize a deeper understanding of the problem. Thematic analysis was used to ensure interpretive rigor. Findings revealed that students experienced moderate to high levels of speaking anxiety, associated with linguistic difficulties, personality-related traits, and cognitive distortions. Qualitative insights further demonstrated that while students employed coping strategies, such as preparation, relaxation techniques, and peer collaboration, avoidance behaviors frequently impeded oral literacy development. Teacher perspectives highlighted classroom practices designed to reduce anxiety and promote active participation. The integration of quantitative and qualitative findings enabled methodological triangulation, offering an understanding of both the sources of speaking anxiety and the pedagogical responses implemented to address it. The study emphasizes the importance of anxiety-aware, context-sensitive pedagogy in fostering oral literacy within Bangladeshi higher education. By focusing on government college students, this research addresses a gap in the literature and provides practical implications for educators and curriculum developers.</p>