INVESTIGATING THE DETERMINANTS OF ENGLISH SPEAKING ANXIETY AMONG VIETNAMESE EFL LEARNERS

Abstract

English speaking anxiety continues to hinder effective communication among Vietnamese EFL learners, yet research has largely overlooked contextual, cultural, and pedagogical influences, focusing mainly on individual factors. This study aims to investigate the multifaceted determinants of English-speaking anxiety among Vietnamese EFL learners and to examine the coping strategies they employ to manage this anxiety. Adopting an exploratory qualitative research design, the study conducted semi-structured interviews with eight fourth-year English major students from a university in the Mekong Delta, Vietnam. Data were analyzed using thematic analysis to identify patterns, themes, and connections across participants’ reported experiences. The findings reveal that English-speaking anxiety among Vietnamese EFL learners is shaped by six interrelated categories of factors: (1) emotion-related factors, (2) personal linguistic challenges, (3) classroom environment, (4) sociocultural and contextual influences, (5) situational triggers and (6) cognitive factors. In response to these challenges, participants employed a range of coping strategies categorized into six major types: (1) emotion-focused strategies, (2) problem-focused strategies, (3) social support strategies, (4) behavioral strategies, (5) situational adjustment strategies, and (6) cognitive restructuring strategies. The study offers practical implications for EFL learners, teachers, institutions, families, and policymakers. It emphasizes the need for supportive, student-centered classrooms, targeted teacher training, emotionally responsive curricula, and collaborative efforts to address the emotional well-being of language learners.