The Role of Teacher Emotional Support in Reducing English Speaking Anxiety among First-Year Students in the Department of English at Omar Al-Mukhtar University

Abstract

This research examines the extent to which instructor-provided emotional support mitigates foreign language anxiety, specifically targeting first-year English majors at Omar Al-Mukhtar University. Adopting a descriptive-correlational framework, the study utilizes empirical data derived from a purposive sample of 50 students. Methodologically, two primary instruments were employed: Horwitz et al. (1986) Foreign Language Classroom Anxiety Scale and a specialized scale for teacher emotional support, synthesized from the theoretical contributions of Scrivener (2011) and Gkonou and Miller (2019). Following the administration of paper-based questionnaires, the gathered data underwent descriptive and inferential statistical analysis, including Pearson product-moment correlation. Quantitative results indicate that participants manifested moderate-to-high levels of speaking anxiety (M = 34.90 out of 50). Conversely, they perceived a significant degree of emotional support from their instructors (M = 13.06). The bivariate analysis yielded a weak yet statistically significant inverse correlation between these variables (r = -.28, p = .048). These findings suggest that while pedagogical emotional support serves as a crucial protective mechanism against anxiety, it is not an exhaustive predictor of students' affective states. Consequently, the study posits that emotional support must be integrated with targeted, practical instructional interventions designed to manage linguistic frustration and situational performance pressure.