What Drives IELTS Speaking Anxiety? A Study of EFL University Students

Abstract

Although general foreign language classroom anxiety has received scholarly attention, empirical research examining anxiety within standardized testing environments, such as IELTS speaking preparation, remains limited. The present study was designed to address this gap by examining anxiety levels among English as a Foreign Language students enrolled in an IELTS speaking preparation course and by identifying the underlying factors that contribute to their speaking anxiety. This study aimed to investigate the anxiety levels among EFL students in an IELTS speaking preparation class and to identify factors contributing to their speaking anxiety. Using a mixed-methods design, the study involved twenty students enrolled in an IELTS speaking preparation course at Sunan Ampel State Islamic University, Surabaya. Quantitative data were collected through a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS). In contrast, qualitative data were obtained through semi-structured interviews with students who exhibited higher levels of anxiety. Descriptive statistics were used to determine the anxiety levels, and thematic analysis was applied to explore the underlying factors. The findings indicated that most students experienced moderate levels of speaking anxiety. The main underlying factors were communication apprehension, fear of negative evaluation, and test anxiety. These results highlight the need for pedagogical strategies to reduce anxiety and increase learners' confidence in IELTS speaking performance.