The Correlation Between EFL University Student's Speaking Anxiety and Speaking Achievement

Abstract

This study investigated the correlation between speaking anxiety and speaking achievement among 58 university-level EFL students at a University in Indonesia using a quantitative correlational design. Data were collected using a validated questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and students' final grades from an Academic Speaking course. Analysis using Pearson Product-Moment correlation revealed a weak and statistically non-significant relationship (r = .200, p = .131). The findings conclude that for this specific cohort, speaking anxiety was not a significant predictor of academic achievement in speaking courses.