ADDRESSING SPEAKING ANXIETY OF EFL STUDENTS’ IN ONLINE VS OFFLINE ENGLISH CLASSROOMS AT UIN RADEN INTAN LAMPUNG

MUHAMMAD, RIFKI HADIKUSUMA (2026) ADDRESSING SPEAKING ANXIETY OF EFL STUDENTS’ IN ONLINE VS OFFLINE ENGLISH CLASSROOMS AT UIN RADEN INTAN LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aimed to address speaking anxiety experienced by EFL students in online and offline English classrooms at UIN Raden Intan Lampung. Speaking anxiety is widely recognized as a major barrier to effective oral communication, particularly in EFL contexts where learners are required to perform in front of peers and instructors. Drawing on Horwitz et al.’s Foreign Language Anxiety theory, this study focuses on identifying the main sources of students’ speaking anxiety and the strategies they use to manage it in different learning modes at UIN Raden Intan Lampung. A descriptive qualitative approach was employed, with in depth interviews serving as the primary instrument to explore students’ experiences in depth. The participants were 30 eighth semester students from the English Education Study Program. To support and triangulate the qualitative data, a questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) was also administered. The interview data were analyzed thematically, while the questionnaire data were analyzed descriptively to identify dominant anxiety domains. The findings indicate that students’ speaking anxiety is mainly rooted in communication apprehension, particularly fear of making linguistic errors and fear of negative evaluation. Anxiety manifests through physical and psychological reactions such as nervousness, blanking, and reduced fluency. To cope with anxiety, students primarily use preparation strategies, while avoidance and resignation emerge when anxiety becomes overwhelming. Differences were also found between online and offline settings, where offline classes intensify social pressure, and online classes introduce technology related anxiety while facilitating avoidance. Challenges during data collection included scheduling interviews and ensuring candid responses, while limitations include the small, single-institution sample and reliance on self-reported data. Despite these limitations, the study provides insight into how speaking anxiety is experienced and managed across learning contexts. Keywords: Speaking anxiety, EFL Students, Coping Strategies, Online Learning, Offline Learning

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