Language Anxiety and English Speaking Performance Among EFL Learners at STIE Nasional Samarinda

Abstract

This study investigates the impact of language anxiety on English speaking performance among EFL students at STIE Nasional Samarinda. Using a quantitative-descriptive design supported by interviews, data were collected from 30 management students through a modified FLCAS questionnaire. The findings show that 62% of students experienced moderate anxiety and 24% reported high anxiety. Fear of negative evaluation was the main contributing factor, followed by test anxiety and communication apprehension. Interviews revealed that limited vocabulary, low confidence, and peer or instructor judgment intensified anxiety. The study concludes that speaking anxiety reduces fluency, interaction quality, and students’ willingness to participate. It highlights the importance of supportive classroom environments and communication-focused teaching strategies to improve students’ oral proficiency.