Exploring the Attitude towards English and Speaking Anxiety of the EFL Learners

This study sought to explore the attitude towards English and the level of the English language speaking anxiety of the EFL learners. The students were classified according to their age, sex, program, and employment status. Stratified random sampling was utilized in order to ensure that every member of all groups gets equal opportunity to be selected. The adapted Foreign Language Classroom Anxiety Scale was used in determining the English language anxiety of the students while the Students’ Attitudes towards English questionnaire identified the perceptions of students in learning the English language. A focus group discussion was also done with selected students to corroborate the quantitative data gathered. Results revealed that females had higher level of anxiety than males. Working students were found to be more confident than non-working students. Moreover, there is a significant difference between the levels of English language anxiety according to sex and status. A significant relationship was noted between English language anxiety and attitude towards English. Hence, it is recommended that humanistic approaches must be utilized for teachers to build positive relationships with students, thereby accepting their individual differences, dealing with them more patiently, and creating a supportive and conducive classroom for learning. EFL teachers may make use of collaborative student-centered activities through paired or group work to eradicate competition among the students, to lessen tension, and eventually, lower the anxiety levels. Lastly, the study recommends the university administration to support activities, especially those which would provide avenues for students to improve their self-esteem.