Exploring English Teachers’ Narratives of Senior High School Students’ Speaking Anxiety: An Interpretative Phenomenological Analysis
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Abstract
This qualitative research examines English teachers’ narratives of Senior High School students’ speaking anxiety in Davao City, Philippines, using Interpretative Phenomenological Analysis (IPA). Through in-depth semi-structured interviews with seven English teachers, the study identified four themes: students’ avoidant behaviors, classroom constraints as instructional challenges, maximization of student-centered practices, and the importance of empathy and patience in managing speaking anxiety. Findings revealed that students frequently demonstrated patterns of avoidant behavior such as hesitation, silence, and reduced participation due to fear of making mistakes and being judged, which affected their confidence and engagement in classroom discussions. Teachers also highlighted challenges such as large class sizes and limited instructional time, which made it difficult to provide individualized support to students with speaking anxiety. As a result, student-centered practices are implemented, including pair and group activities, guided presentations, and supportive feedback to encourage participation. Additionally, teachers emphasized empathy and patience as essential in fostering a safe and supportive learning environment for students. This study contributes to understanding teachers’ lived experiences and provides insights into practical classroom strategies that may help reduce speaking anxiety and improve students’ oral communication skills.
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