Speaking Anxiety in English Language Learning: Challenges and Strategies for University Students

Speaking anxiety is a common challenge in foreign language learning, particularly in university settings where students are expected to participate in discussions, presentations, and other communicative activities. This article examines the nature of English-speaking anxiety, its major causes, and practical strategies that may help university students participate more confidently in oral communication. It uses a narrative review of influential literature on foreign language anxiety and language-learning processes rather than reporting new empirical data. The reviewed literature identifies fear of negative evaluation, communication apprehension, perfectionism, limited linguistic resources, and classroom conditions as factors that may contribute to anxiety. The article discusses supportive feedback, pair and small-group work, structured speaking tasks, preparation time, and gradual exposure to public speaking as possible pedagogical responses. It argues that speaking confidence can be developed through repeated, meaningful practice in a respectful classroom environment. The article concludes that teachers and students share responsibility for creating conditions in which mistakes are treated as a normal part of learning.