Demographic and linguistic predictors of ESL classroom speaking anxiety among Malaysian undergraduates

Speaking anxiety remains one of the most persistent affective barriers to effective language teaching, particularly in multilingual English as a Second Language (ESL) contexts. This study investigated the levels and predictors of ESL classroom speaking anxiety among 320 Malaysian undergraduates enrolled in English language courses across multiple campuses. Using a cross-sectional quantitative design, data were collected through a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and analysed using descriptive statistics, ordinal regression, and nonparametric tests in SPSS. The results revealed a nearly equal distribution of low (34.7%), moderate (35.0%), and high (30.3%) anxiety levels. Gender, ethnicity, first language, and SPM English grade emerged as significant predictors of anxiety. Female, non-English speaking, and lower-proficiency students reported higher anxiety levels, while students who spoke English at home or achieved higher grades in SPM English demonstrated lower anxiety. These findings underscore the importance of recognising linguistic and sociocultural diversity when designing classroom strategies to support oral language confidence. The study highlights the need for targeted pedagogical interventions that create inclusive, low-anxiety environments to enhance speaking performance and learner engagement in ESL classrooms.