AN EXPLORATORY STUDY OF AFFECTIVE BARRIERS TO ESL LEARNERS’ PUBLIC SPEAKING SKILLS

Abstract

This study investigates the perceived impact of affective barriers on public speaking skills of ESL learners at graduate level, with particular focus on communication apprehension, speech anxiety, fear of negative evaluation and low self-confidence. Guided by McCroskey’s Theory of Communication Apprehension (1977) the research examines how emotional and psychological factors hinder learners’ ability to speak confidently in public and explores the underlying reasons that contribute to these difficulties. A survey questionnaire consisting of 5 open-ended questions was administered to a convenience sample of 30 graduate students from diverse academic backgrounds. The qualitative data was interpreted using Braun and Clarke’s (2006) Thematic Analysis Framework to identify recurring affective patterns shaping learner’s public speaking behaviours. The study concluded that affective barriers play an important role in shaping the ESL learners public speaking skills. The findings contribute to a deeper understanding of emotional dimensions of second language communication and offer valuable insights for educators and curriculum designers for working to strengthen ESL oral proficiency at graduate level.