FACTORS CONTRIBUTING TO FOREIGN LANGUAGE SPEAKING ANXIETY AND THE COPING STRATEGIES: A CASE STUDY IN CHINA

Abstract

Speaking is widely recognized as the most essential skill in foreign language acquisition, and it is most directly achieved through spoken interaction. Despite this, Chinese learners of English as a Foreign Language (EFL) often exhibit comparatively weaker speaking competence than in other language domains. Previous research has identified anxiety as a significant factor affecting oral performance, with studies reporting that between one-third and one-half of Chinese EFL learners experience foreign language anxiety (FLA), and over two-thirds of these cases are specifically linked to foreign language speaking anxiety (FLSA). However, the underlying causes of FLSA and the coping strategies employed by learners remain underexplored within Chinese educational contexts. This study addresses this gap by investigating the contributing factors to FLSA and the coping strategies adopted by Chinese university students, using semi-structured interviews as the primary data collection method. The findings revealed six key factors influencing FLSA and identified eight coping strategies utilized by learners to mitigate their anxiety. Based on these insights, pedagogical implications were discussed to inform more effective instructional practices for enhancing EFL speaking competence in China.