Foreign Language Anxiety and Speaking Skills: A Study of Non-English Major Students in a Thai University Context

Abstract

English speaking anxiety is a significant barrier to language development among EFL learners, particularly those in non-English programs. This study examined the levels and sources of language anxiety related to speaking skills among non-English major students at a Thai university. Using a questionnaire-based design that incorporated both quantitative and qualitative data, data were collected from 66 first-year business program students enrolled in English for Everyday Life in the first semester of the 2025 academic year, selected through purposive sampling. The instrument comprised a closed-ended questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986) and an open-ended questionnaire adapted from Paranuwat (2011). The findings revealed that students experienced a moderate level of speaking anxiety (M = 3.19). Among the three FLCAS components, communication apprehension was the most prominent. Qualitatively, the primary sources of anxiety were low self-perception of ability and classroom practices, followed by fear of negative feedback and the role of teachers. These findings highlight the need for anxiety-aware pedagogical approaches in EFL classrooms, particularly for non-English major students.