ADDRESSING ENGLISH SPEAKING ANXIETY IN VIRTUAL SCIENTIFIC WRITING CLASSROOM

Abstract

This study investigated English speaking anxiety in 22 English education scholars within a virtual scientific writing classroom. Chosen for their dual role as advanced learners and future pedagogues, participants completed a custom 10-item questionnaire. Findings reveal that limited real-world English exposure (81%) and the learning environment significantly fuel anxiety. Key inhibitors include a desire to be heard before correction (68%) and fear of intense grammar feedback (59%) or mockery (54%). Physiological symptoms were also common. The study emphasizes that fostering a psychologically safe virtual space is crucial. Pedagogical implications highlight the need for nuanced approaches, prioritizing fluency and empathetic feedback, potentially through innovative methods, to empower these scholars and future educators.