This study investigates the influence of emotional and social environments on the speaking performance of secondary ESL learners in Selangor, Malaysia. Adopting a descriptive quantitative design, data were collected from 60 students aged 13-17 via an online questionnaire comprising 5-points Likert-scale questions. The instrument explored students’ confidence levels, anxiety, classroom experiences and cultural influences. Findings indicate that anxiety and fear of making mistakes significantly hinder students’ participation in speaking activities. Conversely, supportive classroom environment, characterized by constructive teacher feedback and peer collaboration, enhance students’ speaking confidence. Group-based tasks is highlighted as a key strategy to foster comfort and engagement in oral English use. However, limited exposure to English outside of the classroom remain as a barrier to practice and proficiency. These insights highlight the importance of classroom interventions, including emotionally supportive teaching practices and increased access to authentic speaking opportunities. This study offers practical implications for ESL educators and curriculum planners aiming to improve speaking outcomes through innovative, learner-centered strategies. Future research could explore targeted interventions to assess their effectiveness in boosting speaking confidence and reducing reluctance among ESL learners.
Roslan et al. (2025) studied this question.