Exploring Speaking Anxiety: Insights from The Master's Students' Engagement Experiences in Discussion in EMI Settings

Abstract

The increasing implementation of English as a Medium of Instruction (EMI) in higher education has presented both opportunities and challenges for non-native English-speaking students. While EMI promotes language development and global academic engagement, it also poses significant difficulties, particularly in classroom discussions, where students often experience speaking anxiety. This study examines the speaking anxiety experienced by Thai master’s students in EMI classrooms, with a focus on the factors that influence their participation, the effects of foreign language anxiety (FLA) on classroom engagement, and the strategies they use to manage anxiety and participate more confidently in academic discussions.

This research employs a mixed-methods approach to gain a comprehensive understanding of discussion anxiety in EMI settings. Data were collected through a five-point Likert scale questionnaire completed by 21 Thai master’s students from a government university and semi-structured interviews conducted with six purposively selected participants. The quantitative findings indicate that multiple factors affect student engagement in EMI classroom discussions, including English proficiency, foreign language anxiety, teacher support, motivation, peer influence, cultural background, class size, and instructional methods. Among these, teacher support and classroom atmosphere had the most significant positive impact on engagement, while low English proficiency and high foreign language anxiety emerged as key barriers, causing hesitation and reduced participation.

The qualitative findings further reveal that students frequently experience fear of making grammatical errors, pronunciation difficulties, and negative evaluation from peers and instructors, leading to avoidance behaviors. However, students adopted three key strategies to cope with speaking anxiety: thorough preparation and peer support. Over time, consistent practice, structured speaking opportunities, and teacher encouragement were crucial in building confidence and reducing speaking anxiety in EMI classrooms.

This study highlights the critical role of supportive teaching practices, scaffolded classroom activities, and peer collaboration in reducing speaking anxiety and enhancing student participation. The findings offer practical implications for EMI educators, highlighting the importance of creating an inclusive, interactive, and linguistically supportive learning environment to maximize both academic achievement and language proficiency in EMI contexts.

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