Effect of Second Language Learning Anxiety on Undergraduate ESL Speaking Skills

Abstract

The current study examined the relationship between second language anxiety, motivation, self-confidence, and their perspective on the importance of learning speaking skills among undergraduate ESL learners. A quantitative, cross-sectional research design was employed. Data was collected from 450 undergraduate students aged 18-22 years enrolled in public sector universities in Karachi and Sukkur, Sindh. The researchers used a non-probability convenience sampling technique. An adapted questionnaire was generated through Google Forms and distributed via email and WhatsApp platforms. In addition, students’ speaking proficiency was assessed through a structured online oral interaction task conducted in groups, following standardised proficiency assessment guidelines, to support the quantitative analysis. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used for the data analysis. The findings indicated that second language learning anxiety did not have a direct effect on speaking skills; however, it exerted significant indirect effects through motivation and self-confidence. Mediation analysis reported that self-confidence emerged as a strong predictor of speaking skills, while a negative relationship was observed between motivation and perceptions of the importance of learning speaking skills. Overall, the study highlighted that second language learning anxiety played an indirect but powerful role in language learning. It influenced the role of speaking skills development by highlighting the emotional and psychological factors among undergraduate ESL learners.