Insights into first-year students’ English-speaking anxiety and solutions: A case in a private university in the Mekong Delta, Vietnam

Abstract

This study aimed to investigate the English-speaking anxiety levels of first-year university students in a private university in the Mekong Delta, Vietnam. A mixed-methods approach was employed, utilizing questionnaires administered to 200 students and semi-structured interviews conducted with 20 students. Quantitative analysis revealed a moderate overall level of English-speaking anxiety among the participants, with test anxiety significantly higher than communication apprehension and fear of negative evaluation. No statistically significant differences in anxiety were found between male and female students or between English-majored and non-English-majored students. Qualitative data provided in-depth insights into students' experiences and solutions related to different anxiety domains. The study suggested pedagogical recommendations focused on reducing test-related pressure and fostering a more supportive learning environment to mitigate speaking anxiety. Limitations included the small interview sample and reliance on self-reported data. Future research should explore intervention effectiveness and broaden the scope of investigation.