The correlation of vocabulary size and anxiety on students’ foreign language speaking proficiency

Effective spoken communication in a foreign language requires both linguistic competence and psychological readiness. However, many high school students struggle with limited vocabulary and anxiety, which may hinder their speaking proficiency. This study aimed to examine the relationship between vocabulary size, foreign language anxiety, and students’ speaking ability in English. The participants consisted of 100 tenth-grade students from a senior high school in North Sumatera, Indonesia, selected using the Isaac and Michael table for sampling. The research employed a correlational design, using three instruments: a foreign language classroom anxiety questionnaire, a vocabulary size test, and a speaking performance assessment. Data were analysed using SPSS version 20 for correlation and regression analysis. The findings revealed statistically significant but weak to moderate positive correlations between vocabulary size and speaking ability, and between foreign language anxiety and speaking ability. Additionally, vocabulary size and foreign language anxiety together accounted for approximately 15% of the variance in speaking proficiency. These results suggest that while both vocabulary and anxiety influence speaking performance, other contributing factors should also be explored. The study underscores the importance of vocabulary development and anxiety reduction strategies in enhancing students’ oral proficiency in English.