Language anxiety, speaking proficiency, and language learning beliefs among English major students: a mediation analysis

Abstract

This study examined the relationship between English language anxiety and speaking proficiency among Bachelor of Secondary Education (BSEd) major in English students at the University of Southern Mindanao (USM)–Libungan Campus, with language learning beliefs as a mediating variable. Many tertiary learners experience anxiety in speaking English, yet the mechanisms through which this affects oral performance remain unclear. Using a quantitative descriptive–correlational design, data were collected from 150 students through standardized questionnaires and a speaking proficiency assessment. Descriptive statistics, regression analysis, and mediation analysis were employed to analyze the data. Results showed that students experienced English language anxiety at an “agree” level, with fear of negative evaluation as the most prominent factor. Their speaking proficiency was generally at a modest level, while language learning beliefs were positive, particularly in terms of motivation and expectations. Regression results indicated that language anxiety did not directly predict speaking proficiency. However, mediation analysis revealed that language learning beliefs significantly mediated the relationship between anxiety and speaking performance. The findings suggest that anxiety influences speaking proficiency primarily through learners’ beliefs about language learning. Addressing both emotional and cognitive factors is therefore essential in improving students’ oral communication skills.