The Main Causes of English for Occupational Purposes Students (EOP) Speaking Anxiety

Volume 3 Number 1, March 2023 e-ISSN 2798-6543 p-ISSN 2798-5164 Pages: 15-26 THE MAIN CAUSES OF ENGLISH FOR OCCUPATIONAL PURPOSES STUDENTS (EOP) SPEAKING ANXIETY Rifki Irawan Universitas PGRI Yogyakarta, Jl. PGRI I No. 117, Sonosewu, 55182, Yogyakarta, Indonesia Corresponding Author(S): Abstract: This paper aimed at investigating the main causes of English for Occupational Purposes (EOP) students’ speaking anxiety. The study involved a total of eight students from two different classes with varying levels of English proficiency. It focused on a case study conducted in an Indonesian company and utilized three types of research instruments, namely classroom observation FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires by Horwitz (1986) and semi-structured interviews. The study revealed that experiences in communicating, the kind of students’ occupation and Foreign Language Acquisition (FLA) are the main causes of EOP students’ speaking anxiety. Keywords: EOP students; Speaking Anxiety Creative Commons Attribution 4.0 International License INTRODUCTION English for Occupational Purposes (EOP) has gained popularity in recent years as the demand for English communication skills continues to grow in the global job market. However, despite the importance of EOP, many language learners encounter difficulties in developing their speaking abilities, with speaking anxiety being one of the most common obstacles. Speaking anxiety is a feeling of fear, nervousness, or discomfort that individuals experience when communicating verbally, especially in a second language setting. It is an issue that has received increasing attention from researchers, educators, and language learners as it can have a detrimental impact on learners' academic performance, career advancement, and personal well-being. The prevalence of speaking anxiety in EOP classrooms is a critical issue that language instructors must address. EOP students often have specific language needs related to their professional goals, such as job interviews, presentations, and negotiations. However, if students experience high levels of anxiety when communicating in English, they may struggle to achieve their language learning goals. Speaking anxiety can also lead to negative outcomes, such as lower grades, reduced participation in class, and decreased confidence in the workplace. Therefore, understanding the main causes of EOP speaking anxiety is essential for language instructors and learners alike. Research indicates that multiple factors contribute 15 16 Rifki Irawan to speaking anxiety, including personality traits, cultural background, language proficiency, and classroom environment. Identifying the primary causes of speaking anxiety can assist instructors in developing effective strategies to reduce anxiety levels and enhance learners' communication skills. Although there exists a considerable body of research investigating the phenomenon of students' speaking anxiety, the majority of these studies concentrate on specific educational levels. For instance, research has focused on elementary school (Agius, 2015; Sülter et al., 2022), high school (Mukminin et al., 2015; Santoso & Perrodin, 2022), and college-level students (Pattah et al., 2022; Pontillas, 2020). This paper aims to explore the primary factors that contribute to EOP speaking anxiety and suggest practical strategies to address this issue in EOP classrooms. The paper will begin by examining the concept of speaking anxiety, including its definition, causes, and effects on learners. It will then review the literature on the main causes of speaking anxiety in EOP students, with a particular focus on language proficiency, classroom environment, and cultural factors. Finally, the paper will suggest practical strategies that language instructors can use to help EOP students overcome speaking anxiety and enhance their speaking abilities. By understanding the causes of EOP speaking anxiety and implementing effective strategies, language instructors can create a supportive learning environment that promotes learners' confidence and success in the workplace. The affective domain encompasses a significant amount of emotional engagement, including one's perception of self, community relationships, and emotional connections between language and culture. Anxiety is a component of this domain (Brown, 2000). Speaking anxiety, also known as communication apprehension, is a common obstacle that EOP students encounter in their language-learning journey (Bashori et al., 2022). It refers to the fear or discomfort experienced by individuals when communicating verbally, which could affect their academic performance and career prospects (Oflaz, 2019). Understanding the concept of speaking anxiety is crucial in addressing this issue in EOP classrooms. The definition of speaking anxiety varies among researchers, but most agree that it is a complex phenomenon that involves cognitive, physiological, and behavioral components (Alhazmi et al., 2022). Some researchers view it as a subtype of social anxiety (Kanai et al., 2010), while others consider it a unique form of anxiety that pertains only to communication situations (Damayanti & Listyani, 2020). Despite the different conceptualizations, there is a general consensus that speaking anxiety is a negative emotional state that could impair an individual's ability to communicate effectively (Rodero & Larrea, 2022). There are several causes of speaking anxiety (Mahmud, 2018), and they could be categorized into internal and external factors. Internal factors include individual differences in personality traits, such as shyness, self-esteem, and self-efficacy (K & Alamelu, 2020). In contrast, external factors include situational variables, such as the audience, the topic, and the mode of communication (Ibrahim et al., 2022). Moreover, some studies suggest that prior negative experiences in communication could contribute to the development of speaking anxiety. JEdu: Journal of English Education Pages 15-26, Volume 3, Number 1, March 2023 The Main Causes of English for Occupational Purposes Students (EOP) Speaking Anxiety 17 The effects of speaking anxiety on learners are well-documented (Bashori et al., 2021; Zheng et al., 2021). Students who experience high levels of speaking anxiety often exhibit avoidance behaviors, such as staying silent in class or avoiding communication situations altogether. This could result in poor academic performance and limited opportunities in the job market, as effective communication skills are highly valued in the workplace. Furthermore, speaking anxiety could negatively affect an individual's social and emotional well-being, leading to decreased self-confidence and increased stress levels. One significant factor that contributes to English speaking anxiety is language proficiency (Dung, 2020). Research indicates that learners with lower levels of English proficiency are more likely to expe (...truncated)