An Investigation Study into Speech Anxiety Problems faced by Elementary Learners of English at Language Centers in Al-Beida

Abstract

This study investigates speech anxiety among elementary English as a Foreign Language (EFL) learners in Al Beida, Libya.  It aims to determine how common this anxiety is, identify its main causes like fear of negative evaluation and classroom factors, and explore its effects on learners' language development Using a case study approach with 56 students from two language centers, data were collected via a survey and analyzed using descriptive statistics. Findings reveal a significant prevalence of speech anxiety. Key contributing factors include fear of negative evaluation (especially from teachers), linguistic insecurity (difficulties in self-expression, listening, and unfamiliar vocabulary), and situational factors (unclear teacher explanations, using English outside the classroom, attendance disruptions, and large class sizes). While the study identified these anxiety triggers, it lacked sufficient data on individual learner characteristics. Recommendations emphasize creating low-anxiety classroom environments, providing ample preparation, building communicative confidence, ensuring instructional clarity, and addressing specific skill-related anxieties. This research offers valuable context-specific insights for fostering more encouraging educational environments for developing English oral communication skills in Libya