Survey on English Speaking Anxiety of English Majors and Analysis of Teaching Countermeasures

Abstract

This study examines the anxiety encountered by English major students during English speaking practice and explores effective pedagogical strategies to address it. A questionnaire survey was conducted among first-year English major students at a university in Chengdu, Sichuan, and data analysis was performed using SPSS 28.0 to evaluate the students' self-efficacy in English speaking. Findings indicate that a majority of students experience moderate levels of anxiety in spoken English expression, primarily due to fear of errors, non-conformity to language contexts, and self-imposed pressure. Such anxiety negatively impacts learning outcomes, manifesting as diminished confidence and interest.

To counter these issues, a range of pedagogical strategies are suggested, including the transformation of teaching philosophies, enhancement of instructional methods, guidance for students in embracing mistakes as part of the learning process, and support in adjusting learning expectations. The study highlights the importance of creating a supportive classroom environment through active student participation and cooperative learning to alleviate anxiety. Additionally, timely feedback from educators is emphasized to foster students' confidence and a sense of accomplishment.

The conclusion suggests that the implementation of targeted teaching strategies can significantly mitigate students' anxiety in English speaking and enhance their proficiency. This research offers actionable insights for improving English speaking instruction, with the potential to boost students' learning efficiency and motivation(Liu, M., & Xiangming, L., 2019).