Foreign Language Speaking Anxiety FLSA
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4.a. Factors affecting foreign language speaking anxiety in classroom Young 1991; cited in Vognild, 2013 classified six possible causes of
language anxiety in classroom: “1 personal and interpersonal anxieties, 2 learner beliefs about language learning, 3 instructor beliefs about language learning, 4
instructor – learner interactions, 5 classroom procedures, and 6 language
testing”. Personal anxieties could happen because some factors, one of them is a negative self perception and low self esteem towards themselves. Self perceptions
or popular as self concept in psychology studies is how one person identify himherself Shavelson Bolus, 1981 this perception might be highly influenced
by hisher environment Shavelson, 1976; cited in Shavelson Bolus, 1981. Meanwhile self esteem is a concept of how one person treats himherself, their
attitude toward himherself based on how heshe judges himherself based on hisher self perceptions toward himherself Sigelman, 1999; cited in Bailey,
2003. A study by Liu 2007 shows that low English proficiency, lack of practice,
difficulty of the task, lack of confidence, and fear of making mistakes are the factors that contribute to foreign language speaking anxiety for China learners.
Horwitz et al 1986 remarked three major factors that contribute to foreign language speaking anxiety in his FLCAS: communication anxiety, test anxiety,
and fear of negative evaluation. Mak 2009 conducted a study about FLSA with Chinese EFL learners using
FLCAS and the results show that beside the three factors, some other factors such as the feeling of uneasy to speak with native speaker, negative perspective toward
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English class, fear for failing the class, asked to make impromptu speech, being corrected when speaking, insufficient time for preparation, and the prohibition of
L1 use in class. A result of FLSA in English classroom by Keramida 2009 also show that students in the third grade of lower secondary school in Greece
experienced FLSA because they were afraid that their peers will evaluate them negatively and consider them as a low ability students. They also believed that
“they should produce faultless sentences”. Mayangta 2013 in her study of FLSA with Indonesian junior high school found out that “personal and interpersonal
anxieties, students‟ beliefs about language learning, instructor-learner interactions, classroom procedures and perceived levels of English proficiency” are factors that
contributed to students‟ speaking anxiety in classroom. 4.b. Signs of anxiety: Psycho-physiological symptoms
Psycho-physiological symptoms also found in FLCAS Qustionnaire. Psycho-
physiological symptoms is “deeply associated with feelings and emotions of human beings” Yoon, 2012. It is a feeling of fear, uneasiness, worry, dread,
sweat, and have palpations that are experienced by the anxious students Horwitz et. al, 1986. A study of elementary and intermediate female Iranian EFL learners
from Hayatdavoudi Kassaian 2013 revealed that students who suffered a high level of language anxiety reported to experience the higher psycho-physiological
tensions in speaking performance.