The Effect of Psychological Readiness on Speaking Anxiety in EFL Learners at Cambridge School Lhokseumawe

Abstrak

This study aims to examine the effect of psychological readiness on speaking anxiety among EFL learners in a private language course setting. Speaking anxiety remains a significant barrier for learners in developing oral proficiency, particularly in non-formal educational contexts. Psychological readiness, which includes learners’ confidence, motivation, and emotional preparedness, is assumed to play a crucial role in reducing anxiety levels during speaking activities. A quantitative research design was employed in this study. The participants consisted of students enrolled in an English course at Cambridge School Lhokseumawe. Data were collected using structured questionnaires measuring psychological readiness and speaking anxiety. The collected data were analyzed using statistical techniques, including correlation and regression analysis, to determine the relationship and the extent of influence between variables. The findings reveal that psychological readiness has a significant negative effect on speaking anxiety. Learners with higher levels of psychological readiness tend to experience lower anxiety when engaging in speaking tasks. The results also indicate that confidence and motivation are the strongest contributing factors in reducing anxiety levels. These findings suggest that improving learners’ psychological readiness can be an effective strategy for minimizing speaking anxiety in EFL contexts. In conclusion, fostering psychological readiness is essential in supporting learners to overcome speaking anxiety and enhance their oral communication skills in language learning environments.