Anxiety of Speaking in the EFL Classroom: the Year Pupils at Hadj Messaoud th Case of 4 Mohamed Middle School in Guerrara-Ghardaia

Abstract

The present study investigates speaking anxiety in the English as a Foreign Language (EFL) context, particularly among middle school pupils, providing insights into its nature from the perspectives of both teachers and pupils. The study aims to highlight the challenges and factors behind this phenomenon. It also focuses on suggesting different methods and techniques to reduce learners’ anxiety and shyness when speaking in English. To achieve these objectives, the descriptive type of research was adopted where the researchers attended and observed (using an observation checklist) sessions of English module (focusing on speaking courses) with 4 th year pupils at Hadj Messaoud Mohamed Middle School in Guerrara-Ghardaia. The data were collected and analyzed using both quantitative and qualitative approaches: a questionnaire was administered to 93 pupils of the same level, in the same school. The interview was conducted across various middle schools in the city of Ghardaia. The study findings revealed that students generally exhibited a high level of speaking anxiety. The observation and interview results highlighted the main symptoms associated with speaking anxiety that teachers are familiar with. Based on the study's findings, practical suggestions and recommendations are proposed for EFL teachers and learners to effectively cope with speaking anxiety and enhance oral performance in the classroom.