Exploring the Influences on English-Speaking Anxiety of EFL Students in International Exchange Programs

English-Speaking Anxiety of EFL Students

Abstract

English-speaking anxiety (ESA) among EFL students has been widely studied, and among the factors affecting these language learning processes of students, the interaction of different cultures is one of the main factors in the concept of international exchange programs (Kim, 2009; Tiran et al., 2013). Exploring this dimension, which is mostly dealt with nations in broad concepts, in the context of specific nationality groups sharing specific cultural viewpoints each, such as Spanish and Turkish, this study adresses this gap by examining the impact of overseas experiences gained through international exchange programs on English-speaking anxiety among EFL learners, specifically examining the experiences of Spanish and Turkish students. Employing a qualitative research approach, data were collected through in-depth, semi-structured interviews and open-ended questions, providing rich, descriptive insights into the participants’ experiences. The sample consisted of 10 third-year EFL students, with 5 from Turkey and 5 from Spain, who participated in the Erasmus+ Student Exchange Mobility program. Therefore, qualitative data were collected through the semi-structured interviews, and this semi-structured interview is supposed to involve a set of nine open-ended questions allowing for spontaneous and in-depth responses subjected to thematic analysis. These open-ended questions are shaped by prior experience with English, the impact of the exchange program, specific situations and coping strategies, interactions with native speakers, language learning activities, cultural and social influences, received support, factors reducing anxiety, and advice for future students. The findings revealed that cultural exposure significantly influences students’ English-speaking anxiety, highlighting themes of adaptation, peer interaction, and self-efficacy. Participants reported that engaging with diverse cultural contexts not only alleviated their anxiety but also fostered greater confidence in their speaking abilities. This study underscores the significance of understanding the nuanced dynamics of English-speaking anxiety in the context of international exchange programs. Participants’ insights suggest that cultural agents should be taken into account for both groups, but also that the preparation of formal/informal social interaction components before participating in the program can contribute to the existing intercultural experiences of both groups. By this way, the study offers valuable implications for educators and program coordinators aiming to enhance language learning experiences.