Investigating English Speaking Anxiety among Vocational College Students in Saudi Arabia: An Empirical Study

Abstract

Effective communication in English is becoming increasingly essential for students in vocational education programs. Despite this professional necessity, learners encounter significant anxiety when obligated to communicate in English as a part of routine classroom activities. This study investigates the determinants of English speaking anxiety among female vocational college students from various technical education colleges in Eastern Province, KSA. Considering the rising involvement of women in the Saudi workforce under the Vision 2030, it is crucial to investigate the language-related issues encountered by female vocational second language learners of English. A survey was administered to 152 female students participating in vocational English communication courses. The questionnaire examined various aspects of speaking anxiety, including but not limited to fear of negative evaluation, restricted lexicon, pronunciation issues (mostly arising due to Mother Tongue Interference), social pressure to participate in class and fear of peer assessment. Statistical study indicated that oral presentations in classroom,  insufficient vocabulary, and impromptu speaking activities were the primary sources of learner anxiety.  The results demonstrate that elevated speaking anxiety of learners correlates with diminished willingness to communicate  in English. Regression analysis revealed that linguistic and social factors significantly predicted willingness to communicate, accounting for 42% of the variance. The results indicate that overcoming both linguistic and psychological obstacles is crucial for enhancing students' speaking confidence. The study provides pedagogical advice for language instructors in vocational contexts and contributes to continuing discourse in applied linguistics concerning affective aspects  in second language acquisition.