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Lindy WoodrowAnxiety and Speaking English as a Second Language

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Article

Anxiety and Speaking Englishas a Second Language

Lindy Woodrow

University of Sydney, [email protected]

AbstractSecond language anxiety has a debilitating effect on the oral performance

of speakers of English as a second language. This article describes a research project

concerning the conceptualization of second language speaking anxiety, the relation-

ship between anxiety and second language performance, and the major reported causes

of second language anxiety. The participants in this study were advanced English for

academic purposes (EAP) students studying on intensive EAP courses immediately

prior to entering Australian universities (N = 275). The second language speaking

anxiety scale (SLSAS) was developed for the study. This instrument provided evi-

dence for a dual conceptualization of anxiety reflecting both oral communication

within and outside the language learning classroom. The scale was validated using

confirmatory factor analysis. The analysis indicated second language speaking anxiety

to be a significant predictor of oral achievement. Reported causes of anxiety were

investigated through interviews. The results indicate that the most frequent source of

anxiety was interacting with native speakers. Evidence for two types of anxious

language learner emerged; retrieval interference and skills deficit. There was an

indication from the study that English language learners from Confucian Heritage

Cultures (CHCs), China, Korea and Japan were more anxious language learners than

other ethnic groups.

KeywordsAnxiety, confirmatory factor analysis, English for academic purposes,

second language learning, tertiary education.

Introduction

An increasing number of international students study at universities in

Australia. Students from China represent the largest group and numbers

are increasing. Prior to engaging in further studies international students

need to attain a certain level of English proficiency. Many students do this

Vol 37(3) 308-328 | DOI: 10.1177/0033688206071315 2006 SAGE Publications (London, Thousand Oaks CA and New Delhi)http://RELC.sagepub.com

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Anxiety and Speaking English as a Second Language

by attending intensive English language courses prior to university entry.

Research into factors affecting the successful acquisition of English lan-guage skills and adaptation to the social and academic environment will

benefit these students.

Anxiety experienced in communication in English can be debilitating

and can influence students adaptation to the target environment and ulti-

mately the achievement of their educational goals. Most research in this

area focuses on classroom based anxiety. This research considers second

language anxiety as a two-dimensional construct reflecting communication

within the classroom and outside the classroom in everyday communica-

tive situations.

This study sought to investigate the construct of language learning

anxiety of a sample of students studying English for academic purposes.

The study addresses the conceptualization of anxiety communicating in

English, and the relationship between this anxiety and performance in

English. Confirmatory factor analysis was used to determine the construct

structure and correlational analysis was used to investigate the relationship

between anxiety and oral performance in English. The study assumed lan-

guage learning anxiety to be debilitating and investigated the reportedcauses using qualitative methods.

Background

In the past two decades there has been a great deal of research into second

or foreign language anxiety. This research indicates that anxiety has a

debilitating effect on the language learning process. There is evidence

that language learning anxiety differs from other forms of anxiety. Early

research into language learning anxiety used measures of test anxiety from

educational research. However, these studies produced inconsistent results

(Scovel 1978; Young 1991). Further, MacIntyre and Gardners research

indicates that language learning anxiety is too specific to be captured by

general anxiety measures (MacIntyre and Gardner 1989, 1991a). A dis-

tinction is made in this study between learning English as a foreign lan-

guage and learning English as a second language. It is argued that living in

an environment where the target language is also the language of everyday

communication may influence anxiety.In educational research, anxiety is usually classified as being trait or

state. Trait anxiety is a relatively stable personality trait. A person who

is trait anxious is likely to feel anxious in a variety of situations. State

anxiety, on the other hand, is a temporary condition experienced at a par-


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Regional Language Centre Journal37.3

ticular moment. A third type of anxiety is situation specific anxiety. This

refl

ects a trait that recurs in specifi

c situations (Spielberger, Anton andBedell 1976). Research into language learning anxiety has indicated that

language learning be classed as situation specific (MacIntyre and Gardner

1991b; Horwitz 2001). That is, a trait which recurs in language learning

situations, namely classrooms.

Anxiety reactions can be categorized as reflecting worry or emotion-

ality (Leibert and Morris 1967). Emotionality refers to physiological

reactions, such as blushing or racing heart, and behavioural reactions, such

as, stammering and fidgeting. Worry refers to cognitive reactions, such as

self-deprecating thoughts or task irrelevant thoughts (Zeidner 1998;

Naveh-Benjamin 1991). Worry is seen as the more debilitating of the two

because it occupies cognitive capacity that otherwise would be devoted to

the task in hand, for example, speaking a foreign language (Tobias 1985).

Two models of anxiety emerged from Tobias research: an interference

model of anxiety and an interference retrieval model. An interference

retrieval model relates to anxiety as inhibiting the recall of previously

learned material at the output stage, whereas a skills deficit model relates

to problems at the input and processing stages of learning, as a result ofpoor study habits, or a lack of skills. This results in anxiety at the output

stage due to the realization of this lack of knowledge. Recent research in

language learning has provided some support for this theory (MacIntyre

and Gardner 1994; Onwuegbuzie, Bailey and Daley 2000).

Horwitz, Horwitz and Cope (1986) made a valuable contribution to

theorizing and measurement in language learning anxiety. They consid-

ered anxiety as comprising three components: communication apprehen-

sion, test anxiety and fear of negative evaluation. Horwitz and colleaguesviewed the construct of foreign language anxiety as more than a sum of its

parts and define foreign language anxiety as a distinct complex of self-

perceptions, beliefs, feelings and behaviors related to classroom learning

arising from the uniqueness of the language learning process (Horwitz,

Horwitz and Cope 1986; Horwitz 1986). Emerging from this research was

the thirty-three item Foreign Language Anxiety Scale (FLCAS). This scale

has been used in a large number of research projects (Horwitz 2001). The

scale has been found to be reliable and valid (Aida 1994; Cheng, Horwitz

and Schallert 1999).

Most language learning anxiety research has focused on a one dimen-

sional domain anxiety. This conceptualization reflects the anxiety that

occurs in classroom settings (Horwitz, Horwitz and Cope 1986; Aida 1994;


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Phillips 1992). The orientation of this conceptualization rests with the

linguistic setting of the students learning the language. A lot of researchinto language learning anxiety is based in the United States where foreign

language courses are a requirement of undergraduate degree programs.

This is a foreign language situation where most of the communication in

the target language takes place in the classroom. Other research focuses on

learning English in a non-English speaking country. In a second language

situation, such as Australia, where the target language is also the main lan-

guage of communication outside of the classroom, it was felt that the

conceptualization should be expanded to reflect potential situations beyond

the classroom that could trigger language anxiety. It is possible that class-

room communication could be considered less anxiety provoking than

many communicative events faced in everyday life by students living in a

second language environment.

Instrumentation to measure foreign language anxiety typically uses

Likert type scales to measure responses to stressors. Horwitzs FLCAS

includes items relating to communication apprehension, for example, I

tremble when I know that Im going to be called on in the language class;

test anxiety, for example, I am usually at ease during tests in my lan-guage class; and fear of negative evaluation, for example, I get nervous

when the language teacher asks questions which I havent prepared in

advance. In the original published study empirical evidence for classi-

fication was not presented. However, in a factor analytical study of FCLAS

used with students learning Japanese, Aida (1994) produced a four-factor

model: factor one reflected speech anxiety, fear of failing, comfortableness

in speaking with native Japanese, and negative attitudes toward the Japa-

nese class. MacIntyre and Gardners (1994) instrument focused on thestages of foreign language anxiety, that is: input, processing and output

stages. An example of an item in the input anxiety scale is I getflustered

unless French/Spanish/German/Japanese is spoken very slowly; an exam-

ple from the processing stage is: I feel anxious if the French/Spanish/

German/Japanese class seems disorganized; an example of the output

stage is I may know the proper French/Spanish/German/ Japanese

expression but when I am nervous it just wont come out. It is interesting

to note that most of the items used to measure language anxiety include

anxiety reactions, for example, I tremble or I getflustered. Thus, add-

ing the dimension of worry and emotionality to the scales although this is

not exploited or discussed in any detail in any of the foreign language

anxiety studies.


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The major significance of research into foreign/second language anxi-

ety is in the relationship between anxiety and performance in the foreignlanguage. Numerous studies have found that this anxiety is negatively

related to language performance with some researchers claiming it is one

of the strongest predictors of foreign language success (MacIntyre 1999).

Table 1 summarizes the findings of some of the correlational studies

involving foreign/second language anxiety.

Table 1.Relationship between Foreign Language Anxiety and Performance Variables

Researcher Measure Performance CorrelationHorwitz (1986) FLCAS Final course grade r= -.54,p=

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1. Is a dual conceptualization of second language anxiety accordingto in-class and out-of-class communication supported?

2. Is the instrumentation to measure second language anxiety reli-able and valid?

3. Is there a relationship between speaking performance and secondlanguage speaking anxiety?

4. What are the major stressors reported by students learning Englishin Australia?

ParticipantsThe participants for this study were all in their final months of studying

English immediately prior to enrolling on university courses in Australia

(N = 275, 50.5% male, n = 139; 49.5% female, n= 136). They attended

English for Academic Purposes (EAP) courses at accredited intensive

language centres in Australia. The majority of students were from Asian

countries (83.2%, n= 229) with students from China representing the larg-

est group in the sample (34%, n= 92).

At the time of the data collection most of the students still needed totake a language test to determine adequate English proficiency for univer-

sity entry. The most widely used test for university entry in Australia is the

International English Language Testing Service (IELTS) test.

Methodology

The study involved three sources of data; quantitative data from the Sec-

ond Language Anxiety Speaking Scale, IELTS type oral assessment and

qualitative data from the interview data.

The existing instrumentation used to measure language learning anxi-

ety was not considered appropriate because it did not reflect the second

language environment of the sample, so the second language speak-

ing anxiety scale (SLSAS) was constructed. The instrument was piloted

and refined based on empirical and theoretical justifications (Woodrow

2003).

The questionnaire consists of twelve items on a five-point Likert type

scale. The items reflected the communicative situations the participants

were likely to encounter according to the communicative setting, inter-locutor (speaker/listener) variables and the nature of the communication.

The communicative setting items concerned the in-class/out-of-class dis-

tinction. The interlocutor variables referred to the number of speakers, the


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status of the speakers and whether the speaker was a native or non-native

speaker of English. The items for out-of-class communication took intoconsideration the communication between the participant and his/her future

academic lecturer. Most of the sample were enrolling on graduate courses

at university and needed to talk to Faculty about this. These items are dif-

ferent from the linguistic communication within the English language

classroom itself. The nature of communication reflected initiating and

responding in oral interaction. The items were measured by the extent to

which the participants agreed or disagreed with the statements.

The performance variable was measured using an IELTS type oral

assessment. This assessment took approximately ten minutes and con-

sisted of three stages: introduction and general interview, individual

long turn and two way discussion. The first stage generally probed the

students ability, the second stage involved the student giving a short

monologue and the third stage pushed the student to his/her linguistic

ceiling. The participants were assessed according to descriptors based

on fluency, language usage and pronunciation. The students were given

grades ranging from AF with an F signifying the student was unlikely

to be accepted onto a university course based on English languageproficiency.

Forty-seven participants took part in an interview with the researcher.

The interview participants were selected based on class groupings, ethnic-

ity, gender and perception of anxiety so that a representative sample of

participants could be surveyed. The participants took part in a semi-

structured interview concerning their experiences of second language

speaking anxiety. The interviews were used to triangulate the data and to

provide further insights into perceived stressors in speaking English in asecond language environment. The participants were asked about whether

they experienced second language speaking anxiety, in what situations

they felt anxious, and how they felt. These interviews were audio recorded

and transcribed.

Results

The results indicated support for a dual conceptualization of second lan-

guage anxiety and the questionnaire was found to be reliable and valid. A

significant negative relationship was found between second language

speaking anxiety and oral performance. The major stressor identified by

the participants was interacting with native speakers.


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To assess whether an in-class and out-of-class distinction of second

language anxiety was appropriate and to assess the validity and reliabilityof the questionnaire, a confirmatory factor analysis (CFA) using LISREL

was computed. CFA was chosen to confirm hypothesized latent variables

made a-priori. The assumptions of CFA concern sample size and multi-

variate normality. CFA is a technique classed as structural equation mod-

eling (SEM). SEM is less reliable with small samples and Chi Square (2)

tests of data fit are sensitive to sample size. According to Boomsa (1983,

cited in Tabachnick and Fidell 1996: 715) a sample size of two hundred is

adequate for small and medium sized models. Therefore, the sample size

in this study was adequate.

Multivariate outliers were removed from the data using the malanho-

bis statistic using Statistical Package for Social Sciences (SPSS) com-

puter software. Critical values of 2were assessed atp=

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Figure 1. Confirmatory Factor Analysis of Second Language Speaking Anxiety

2 p

2/df RMR RMSEA GFI AGFI CFI NFI NNFI

172.62 .00 4.32 .07 .11 .90 .83 .93 .84 .90

Table 2.Fit Indices for Two Factor Confirmatory Factor

Analysis of Second Language Speaking Anxiety

Chi-square (2)

Probability (p)

Degrees of freedom (df)

Root mean square residual (RMR)

Root mean square error of approximation (RMSEA)

Goodness of fit index (GFI)

Adjusted goodness of fit index (AGFI)

Comparative Fit Index (CFI)

Normed fit index (NFI)

Non-normed fit index (NNFI)

Reliability for the SLAS was calculated based on the CFA model. This

method is considered superior to the traditional alpha () coefficient since


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error variance is accounted for. Reliability for in-class anxiety was .89 and

for out-of-class .87 and for the combined scales .94. These indices indicatethat the SLSAS is a reliable instrument.

To assess the relationship between second language speaking anxiety

and oral performance, correlations were computed using the Pearson

correlation coefficient in SPSS. The results indicated that there were

significant negative correlations between both in-class and out-of-class

anxiety and oral performance (in-class anxiety and oral performance:

r= -.23,p=

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Table 4. Correlations between Anxiety Sub-scales and Oral Performance

Anxiety in-class Anxiety out-of-class Oral performance

Anxiety in-class 1.00

Anxiety out-of-class 1.58 1.00

Oral performance -.23 -.24 100

Correlations significant atp=

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(85%) of the participants claimed to experience second language speaking

anxiety to some extent.The major stressors reported by the respondents were performing in

front of class and talking to native speakers. Table 6 shows the fre-

quencies of the stressors reported by the interviewees.

Table 6.Reported Stressors Based on Interview Data when Speaking in English

Stressor N %

Performing in English in front of classmates 21 44.7

Giving an oral presentation 20 42.7

Speaking in English to native speakers 18 42.7

Speaking in English in classroom activities 19 19.1

Speaking in English to strangers 19 19.1

Not being able to understand when spoken to 18 17.0

Talking about an unfamiliar topic 18 17.0

Talking to someone of higher status 18 17.0

Speaking in test situations 17 14.9

When interlocutor seems stern 16 12.7

Not being able to make self understood 15 10.6

Information regarding anxiety reactions revealed that more respondents

reported physiological (n =24, 51.1%) and cognitive reactions (n =23,

48.9%) than behavioural (n =16, 34%) reactions. Physiological reactions

included sweating, racing heart and blushing and cognitive reactions

included worrying about performance and mind going blank. Behavioural

reactions included fidgeting, talking too much and stuttering.

Emerging from the data, approximately half of the respondents referredto methods they used to cope with second language speaking anxiety.

Perseverance and developing skills were the most frequently mentioned

coping strategies. Table 7 summarizes some of these responses.

Table 7.Reported Methods of Coping with Second

Language Speaking Anxiety (N = 24)

Coping strategy n %

Perseverance 8 33.3

Improving language /knowledge skills 7 29.2

Positive thinking 4 16.7

Compensation 4 16.7

Relaxation techniques 3 12.5


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Perseverance refers to not giving up when speaking while improving

language refers to preparing utterances and studying to improve speak-ing. Positive thinking included positive self-talk while compensation

strategiesincluded smiling and volunteering comments. Various relaxa-

tion techniques were mentioned, such as deep breathing and conscious

efforts to calm oneself.

Discussion

The first research question refers to the relevance of a dual conceptualiza-

tion of second language speaking anxiety. The results indicate that this isa useful distinction to make with learners in a second language learning

environment where a great deal of communication in the second language

occurs outside of the classroom. The indicated that while in-class and out-

of-class anxiety are highly correlated (r= .58,p=

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class and speak some question some topic I usually very anxious. I cant

remember anything I just maybe ah ah ah.

Whilst the types of anxious learners were not the direct focus of the

research evidence to support a distinction between these types of anxiety

emerged from the interview data. From the above responses it seems that

Philip feels his anxiety is due to lack of practice thus relating to a skills

deficit type of anxiety. Lesley, on the other hand seems to be experiencing

information retrieval anxiety, that is, anxiety is preventing the recall of

previously learned material when she cannot remember anything.

The second research question considers the reliability and validity ofthe instrumentation. A new instrument was developed to measure anxiety

in a second language environmentthe second language speaking anxiety

scale (SLSAS).The instrumentation achieved validity through providing a

reasonable fit to the CFA model. Reliability was established using a

coefficient based on the model that took error into account.

The third research question concerns the relationship between second

language speaking anxiety and oral performance in the second language

using an IELTS type oral assessment. The correlational analysis indi-

cated a negative relationship between both in-class anxiety and out-of-

class anxiety and oral performance. Providing evidence that anxiety can

adversely affect oral communication for students speaking English. These

results replicate the findings of other researchers in the area (see Table 1).

The negative correlation between oral performance and anxiety is not very

strong. This is understandable because anxiety is just one of a number of

variables influencing successful communication. However, this research

indicates that anxiety does influence oral communication. In a larger re-

search project into variables of adaptive learning comprising affect,motivation and learning strategies anxiety was found to be an important

part of the model (Woodrow 2003).

The fourth research question concerns the stressors reported by the sam-

ple. According to the quantitative data, giving oral presentations was rated

the highest and taking part in group discussions was rated the lowest.

Whilst the cohort as a whole did not demonstrate very high speaking

anxiety there was evidence of variation between nationality groups with

European and Vietmanese participants tending to be less anxious andJapanese, Korean and Chinese participants tending to be more anxious.

Most previous research into anxiety is situated in a western setting, how-

ever, there are many examples of differences between Confucian heritage

learners and western learners in academic contexts (Watkins and Biggs


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1996, 2001). Research has indicated a relationship between reticence in

classrooms of Chinese learners and Confucian values of face and valuebeing place on silence (Liu 2002). Current research has indicated culture

may also be manifested in students willingness to communicate (WTC)

(Wen and Clement 2003; Yashima 2002). Anxiety is hypothesized as one

of the antecendents of WTC (MacIntyre, Baker, Clment and Conrod

2001). There is a need for further research in this area.

The qualitative data indicated that giving oral presentations and per-

forming in front of classmates were the most reported stressors for in-class

situations. However, the correlational data indicated that giving anoral

presentationwas the only anxiety variable that was not significantly cor-related with oral performance. This would be an interesting avenue for

further research. One possible explanation for this discrepancy is that the

oral assessment task in the research involved the participants producing a

long turn whereby the student was required to speak for one to two

minutes on a topic rather than a formal presentation. In addition, the oral

assessment involved one to one communication rather than one to an audi-

ence. Such long turns frequently occur in normal communication, whereas

giving an oral presentation rarely occurs in everyday communication.Thus, giving an oral presentation calls upon different communicative skills

than were measured in the oral assessment. The most highly correlated

variables reflected interaction. The correlations between the observed vari-

ables and oral performance are presented in Table 6.

Interestingly, nearly all of the interview participants reported experi-

encing some anxiety when speaking in English. Communicating with

native speakers was the most referred to out-of-class stressor. However,

the level of predictability is also a consideration. Miko reported that shefelt most anxious with native speakers, but not in situations where there is

a high degree of linguistic predictability. In answer to a question about the

situations in which she felt most anxious she answered:

of course to speak to native speaker and which is not my teacher or

some people I know, which is stranger. But I am not afraid to speak to

the storekeeper or something. I can speak to them. Just people on the

street or on the train, I am afraid of speaking to them because I worry

about my grammar mistakes basically.

Some participants referred to the number of native speakers involved in

the interaction:

Lu responded to the same question about the situations in which she

felt most anxious:


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Talk with more than one native speaker. Because when I talk with one

person we can communicate effectively and there is only one listener,one audience. But more than one person maybe I will think someone

maybe do not agree with me and maybe we will argue. Just a feel-

ingjust a feeling.

The study indicated that the participants attributed anxiety to a range of

factors, but particularly referred to communication with native speakers.

Interaction with non-native speakers was not considered a stressor by most

of the sample. In a similar vein, the study also indicated low anxiety for

group discussions. This lends support to using collaborative techniquesthat focus on studentstudent interaction.

Some participants talked about some of the ways they dealt with their

speaking anxiety. Some students referred to perseverance. For example

Hero said:

I think to try speaking again and again is the best way to solve it

(anxiety). Keep or let my mind to calm down, be natural and like

speaking to Japanese people.

In addition to perseverance this student tries to use relaxation tech-niques to deal with his anxiety. This is a recommended strategy for deal-

ing with anxiety. Skills deficit anxious individuals benefit from improving

learning strategies and focusing on learning the necessary skills and lin-

guistic features of the language whereas interference retrieval anxious

individuals can focus on relaxation techniques and positive self-talk

(Young 1991; Zeidner 1998).

Conclusions

This study found that a dual conceptualization of second language speak-

ing anxiety as measured by the second language speaking anxiety scale

was relevant to students studying English in Australia. The results indicate

that the instrument is reliable and valid and thus provides researchers with

a new instrument to measure second language speaking. It would be inter-

esting to use this with second language speakers of a lower linguistic level

and also with students after they have started their university courses to

investigate contextual influences on second language speaking anxiety.Anxiety is clearly an issue in language learning and has a debilitating

effect on speaking English for some students. So it is important that teach-

ers are sensitive to this in classroom interactions and provide help to

minimize second language anxiety.


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The study also provided support for the notion of stages of anxiety.

Thus, a student may experience anxiety due to skills defi

cit or retrievalinterference. This has implications at a classroom level. A skills deficit

anxious student would benefit from instruction in language learning strate-

gies and scaffolding of skills whereas a retrieval interference anxious

student would benefit from de-sensitization and relaxation techniques. It is

important to take into consideration communication both in and outside

the classroom and ensure that students have the necessary skills and prac-

tice for everyday communication. This could be achieved by setting out-

of-class tasks utilizing the rich linguistic resources available to learners.

For example, students could join a local library and participate in local

community activities as well as participating in the university community.

Finally, there is a need for empirical evidence concerning how effective

anxiety reducing techniques are in second language learning classrooms.

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APPENDIXInstrument Used in Main Study

In the columnAnxietyfill in the circles according to how anxious you feel when you

speakEnglishin the following situations.

1 2 3 4 5

Not at all Slightly Moderately Very Extremely

anxious anxious anxious anxious anxious

Situation Anxiety1. The teacher asks me a question in English in class.

1 2 3 4 5

2. Speaking informally to my English teacher out of class.

1 2 3 4 5

3. Taking part in a group discussion in class.

1 2 3 4 5

4. Taking part in a role-play or dialogue in front of my class. 1 2 3 4 5

5. Giving an oral presentation to the rest of the class.

1 2 3 4 5

6. When asked to contribute to a formal discussion in class.

1 2 3 4 5

7. Talking to administrative staff of my language school in

English.

1 2 3 4 5

8. Taking part in a conversation out of class with more than

one native speakerof English.

1 2 3 4 59. Starting a conversation out of class with a friend or

colleague who is a native speakerof English.

1 2 3 4 5

10. A lecturer/supervisor in my intended university faculty of

study asks me a question in English.

1 2 3 4 5

11. Asking for advice in English from a lecturer/supervisor in

my intended university faculty of study.

1 2 3 4 5

12 A native speakerI do not know asks me questions.

1 2 3 4 5


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Correlation Matrix for Confirmatory Factor Analysis of Anxiety

1 2 3 4 5 6 7 8 9 10 11

1 1.00

2 1.66 1.00

3 1.67 1.53 1.00

4 1.56 1.47 1.53 1.00

5 1.50 1.43 1.48 1.70 1.00

6 1.61 1.49 1.56 1.59 1.58 1.00

7 1.37 1.54 1.36 1.30 1.32 1.39 1.00

8 1.35 1.52 1.42 1.29 1.28 1.37 11.85 1.009 1.55 1.49 1.40 1.44 1.42 1.44 11.54 1.52 1.00

10 1.45 1.51 1.38 1.38 1.33 11.39 .54 1.52 1.81 1.00

11 1.37 1.43 1.32 1.35 1.28 11.33 1.60 1.60 1.57 1.58 1.00

Key to variables

1 in-class anxiety Answer question teacher

2 in-class anxiety Speak informally to my teacher

3 in-class anxiety Take part in group discussions

4 in-class anxiety Take part in a role-play

5 in-class anxiety Give an oral presentation6 in-class anxiety Contribute to formal discussions

7 out-of-class anxiety Take part conversation more than one native speaker

8 out-of-class anxiety Start conversation with native speaker

9 out-of class anxiety Answer question from lecturer

10 out-of-class anxiety Ask lecturer for advice

11 out-of class anxiety Answer question unknown native speaker

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