EFL Classroom Speaking Anxiety: A Comparative Qualitative Study of International and Indonesian Freshmen

Arif Rahman Hakim; Syifa Khuriyatuz  Zahro; Buyun  Khulel

doi:10.31539/2v07b635

Authors

Arif Rahman Hakim Universitas Islam Darul Ulum Lamongan
Syifa Khuriyatuz Zahro Universitas Islam Darul ‘Ulum Lamongan
Buyun Khulel Universitas Islam Darul ‘Ulum Lamongan

DOI:

https://doi.org/10.31539/2v07b635

Abstract

This study explored and compared EFL classroom speaking anxiety among Indonesian and Thai international freshmen in the same multicultural university classroom. Using a comparative qualitative design, the study involved eight purposively selected first-year students at Universitas Islam Darul ‘Ulum Lamongan, comprising four Indonesian freshmen and four Thai international freshmen. Data were collected through semi-structured interviews and analysed thematically. Both groups reported test anxiety, fear of negative evaluation, and communication apprehension. Indonesian freshmen reported more immediate anxiety in spontaneous speaking, lecturer questioning, and public exposure, whereas Thai students reported more anticipatory anxiety, formal presentation pressure, and fear of being misunderstood. Low confidence, limited vocabulary, fear of mistakes, lecturer pressure, peer evaluation, task demands and intercultural interaction affected anxiety. Both groups used preparation, emotion regulation, peer support and temporary avoidance, but Indonesian students used more avoidance and Thai students used a wider range of problem-focused strategies. The results suggest the importance of supportive speaking activities and structured peer support in multicultural EFL classrooms.

Keywords: coping strategies; EFL speaking anxiety; Indonesian freshmen; Multicultural classroom; Thai international freshmen

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