Gender Differences in EFL Speaking Anxiety: A Study in Ethiopian Higher Education
DOI:
https://doi.org/10.20372/star.V14.i3.06Keywords:
Digital media, New technologies, Press freedom, Regulations, Traditional mediaAbstract
Speaking anxiety is a major affective barrier in English as a Foreign Language (EFL) classrooms, with gender and contextual factors shaping its intensity. While global research shows moderate to high levels, little is known about its specific patterns among Ethiopian EFL students. This study investigated gender differences in speaking anxiety in Ethiopian higher education and explored key contributing factors. A mixed-methods design involved 240 first-year EFL students from three public universities. Quantitative data were gathered using an adapted Foreign Language Classroom Anxiety Scale (FLCAS), and qualitative insights were derived from semi-structured interviews. Findings indicated that 66.2% of students experienced moderate to high speaking anxiety. Independent samples t-tests revealed that female students reported significantly higher anxiety than males, especially in psychological (t = –3.45, p = .001) and perception-related dimensions (t = –2.14, p = .043). Interviews identified seven main triggers: fear of negative evaluation, limited vocabulary, low confidence, cultural pressures, minimal classroom interaction, and teacher feedback styles. Female students showed greater internalized anxiety and self-perception challenges. The study highlights the need for gender-sensitive pedagogy, low-stakes speaking activities, private feedback, and peer support. Limitations include reliance on self-reports and a sample drawn from three universities.
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