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Jurnal Pendidikan Humaniora

    Abstract

    Speaking anxiety in English remains a significant barrier to effective communication among language learners, particularly in academic settings. This qualitative phenomenological study explores the lived experiences of Andrew (a pseudonym), a university professor who experienced intense English speaking anxiety during his undergraduate years. Through in -depth interviews, the study investigates the coping strategies he employed and how these contributed to his eventual communicative competence. The findings reveal five key strategies used to manage his anxiety: participation in a community development camp (social support), self -reflection and mental imitation (cognitive strategy), recitation of religious texts (spiritual grounding), physical adjustment during presentations (comfort regulation), and real -life exposure through teaching responsibilities (professional practice). These strategies reflect a combination of internal regulation and external engagement, aligning with several established language acquisition theories including Chomsky's Universal Grammar and Tomasello's Usage -Based Theory. This study underscores the importance of holistic and personalized approaches in addressing speaking anxiety. It highlights how social interaction, cognitive rehearsal, spiritual engagement, and physical comfort can contribute to building confidence and proficiency in oral communication. The case of Andrew provides valuable insights for educators and language learners seeking to understand and address the roots of language-related anxiety.

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