Anxiety, Attitude, and Motivation in ESL Speaking: A Study of First-Year Undergraduates at a Private University

Abstract

This research investigates the relationship between attitude, motivation, and anxiety in speaking English as a second language among first-year undergraduate students at a private university. The study aims to understand how these factors, along with gender, discipline, and language ability, influence students' English language acquisition. By identifying these interactions, the research seeks to inform targeted interventions that can enhance learning outcomes and support students with lower proficiency levels. The study involved a diverse group of students, including those in Foundation, Diploma, and Degree programs, with a majority being female. Data were collected through surveys focusing on students' psychological and demographic profiles. The findings reveal that education level, native language, and language proficiency significantly shape students' attitudes and motivations toward speaking English. Most respondents were in their first year of undergraduate studies and exhibited varying levels of anxiety when speaking English, influenced by their cultural background. Despite some negative experiences with English in the past, students generally perceive English proficiency as crucial for academic success. They are motivated to seek opportunities to practice and improve their skills, maintaining a positive outlook on their ability to enhance their English language proficiency. The results underscore the importance of tailored educational strategies that consider students' unique psychological and demographic factors.