Speaking Achievement across Levels of Foreign Language Speaking Anxiety among Female Students in EFL Class

This study examined variations in English-speaking achievement across different levels of foreign language speaking anxiety among female students in EFL classrooms. A comparative research design was employed involving 104 female students drawn from a total population of 139 students. Simple random sampling was used to select 52 students from Homosha Secondary School, while census sampling was utilized to include all 52 students from Pharo Assosa School since the number was manageable. Data was collected using a standardized Speaking Achievement Test and a validated Foreign Language Speaking Anxiety Scale. After normality and homogeneity of variance had been checked, descriptive statistics and one-way ANOVA were utilized. The results show a strong negative association between speaking anxiety levels and speaking achievement. Students grouped as having low speaking anxiety achieved the highest speaking scores, while those with moderate anxiety demonstrated slightly lower achievement, and students with high levels of anxiety scored the lowest achievement. Post-hoc comparisons indicated that the significant differences were primarily obtained in the high-anxiety group. These findings suggest that speaking anxiety becomes considerably harmful when it reaches high intensity. The study highlights the importance of incorporating anxiety-reduction strategies in EFL classrooms to support learners with their speaking skills.