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Results indicate that learners are highly anxious when required to speak English, and that anxiety sources include pedagogical, psychological, socio-economic, linguistic, and cultural factors. 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\nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nInfluence of Speech Anxiety on Oral Communication Skills  \namong ESL/EFL Learners  \nSaid Muhammad Khan  \nDepartment of Applied Linguistics, Yanbu University College, PO box 31387, Yanbu Industrial City 41912, Saudi Arabia  \nE-mail: [said.english@gmail.com](said.english@gmail.com)  \nDoi:10 .7575/aiac.alls.v.6n.6p.49  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.49](http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.49)  \nReceived: 15/06/2015  \nAccepted: 28/08/2015  \nAbstract  \nThe realization of speech anxiety among ESL/EFL learners is important. Once understood, these feelings of fear or nervousness may be relieved and the desired objectives of learning the target language may be achieved. The study has attempted to measure the level of anxiety among ESL/EFL learners at HITEC University, Taxila, Pakistan. The current research has arrived at the conclusion that the target population is highly anxious in situation where they are required to speak English. The findings show that sources such as pedagogical, psychological, socio-economic, linguistic and cultural generate anxiety among the EFL learners. The study has suggested variety of strategies to treat anxiety in the academic context. It was found that communicative approach in classroom may be helpful in minimizing the negative impact of anxiety among language learners.  \nKeywords: speech anxiety, communicative approach, communication apprehension, FLA  \n1. Introduction  \nWith the globalization, the university graduates are expected to be confident in oral communication so that they can function effectively in the academic and professional settings. Allen (2002) arrived at the conclusion that having confidence in oral communication can make graduates versatile in their personal, academic, professional and civic lives. To fulfill the demands of highly communicative global village, English has become the most desired language of the world. Every year, a lot of books are published and billions of dollars are utilized for learning English as a second or foreign language. Whenever such learners endeavor to learn and speak English either as a second or a foreign language, they experience a certain level of anxiety and claim to undergo a‘mental block’during oral communication (Horwitz et al., 1986) . Researchers have found that this mental block or anxiety severely jeopardizes the language learners’communicative competence. Despite the international market demands for a confident workforce with clear oral communication in English, researchers like Devi et al. (2008) found that most of the language learners have some form of anxiety that interferes with their level of confidence during their speech. This aspect of language and communication is called speech anxiety. Anxiety shakes the language learners’ confidence which adversely impedes their oral performance in the target language. Being fully aware of the debilitating effects of the multi-faceted dilemma of language anxiety, the present research project is deemed important in order to gain fuller understanding of communication apprehension and devise effective strategies to overcome anxiety in ESL/EFL classrooms.  \n1.2 Statement of the Problem  \nAnxiety or low level of confidence restricts the chances of learning and speaking the target language hence pose serious threat to oral communication. Richmond and McCroskey (1989) opined that the high level of anxiety among language learners seriously hampers the interaction between teacher and learners which is extremely crucial to productive teaching and learning of the target language. Since anxiety is a multi-faceted dilemma language barrier for ESL/EFL learners, therefore this problem needs to be studied, discovered its sources and cured in the Pakistani academic setting.  \n1.3 Data Collection  \nData for the","cbCaik0b7IPwRvJh","https://ap.wps.com/l/cbCaik0b7IPwRvJh","pdf",177330,"English","# Introduction\n## Statement of the Problem\n## Data Collection\n## Research Questions\n## Aims and Objectives","[{\"question\":\"What is the focus of the study on ESL/EFL learners?\",\"answer\":\"The study focuses on the realization and measurement of speech anxiety and its influence on oral communication skills among ESL/EFL learners.\"},{\"question\":\"How was speech anxiety measured in this research?\",\"answer\":\"Speech anxiety was gauged using the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, followed by structured interviews with selected students based on their FLCAS scores.\"},{\"question\":\"What causes of speech anxiety does the study identify?\",\"answer\":\"The findings report that pedagogical, psychological, socio-economic, linguistic, and cultural sources generate anxiety among EFL learners.\"},{\"question\":\"What classroom strategy does the study suggest to reduce negative effects of anxiety?\",\"answer\":\"The study suggests that a communicative approach in the classroom may help minimize the negative impact of anxiety among language learners.\"}]","Influence of Speech Anxiety on Oral Communication Skills among ESL/EFL Learners - Research Paper | PDF",1792067618,13]