1.

INTRODUCTION

There are reasons to believe that English is playing a global role in today’s multilingual world. It
has not only gained the position of a lingua franca of the world but also acquired over time an
immense importance in every walk of our lives (jha, 2013). Today, in the age of globalization
and intercultural adaptation, English is serving a role of a lingua-franca for travelling, trade and
education. In the words of Edward Finegan “English is spoken around the globe and has wider
dispersion than any other language” (Finnegan 1989: 77). English as a common language for
communication-Lingua Franca is typically used among the people who do not share a common
language. Learning English has become imperative for those who want to achieve academic and
professional success. (Spolsky, 2004). Keeping in view such an immense importance of English
in today age of scientific and technological development, English language proficiency is
perceived by many as pre-conditional for socio-economical progress both at national and
international arena. Thus, immense importance is given in every country for the development of
communication in English.

Considering the status of English in Paksitan, it is regarded as ““the language for development at
both the individual and national levels” (Shamim, 2011:293). Rehman (2005), asserts, English is
“firmly entrenched in the domains of power in Pakistan”.many researchers in Pakistan
considered English language proficiency as essential for seeking better job opportunities and thus
hailing it as an urgent public requirement. (Shamim &Tribble 2006, Jalal, 2004). Thus, it could
be said that proficiency in spoken English is taken as an epitome in Pakistani academic and
professional environment and exists a strong intrumental motivation for acquiring speaking
proficiency in English.

Irrespective of all the reasons of motivation towards English language learning and efforts
mentioned above, most of the university students are not found up to the mark when it comes to
their speaking proficient in English. (Shamim & Tribble,2005 ;Shahbaz,2012). It is found that
despite studying English for years, many students still hesitate to speak and are “hardly able to
use English for different communicative purposes” (p.1). despite all the efforts why this seems to
be the case. Therefore, keeping in view the significance for Pakistani Students, it is pertinent to
dig out the basis that cause impediment in acquiring English speaking proficiency in Pakistani
EFL context.

Successful second language learning can be affected by multiple factors. These factors could be
both external and internal. Apart from external factors i.e. role of language learning environment,
role of input, language processing and first language interference, there are other individual
influences that may vary each according to individual personal characteristics. These include
attitudes, motivation, and intelligences, learning styles and strategies and anxiety-to name the
few. Among them, anxiety is one of the most important factors that may impede successful
language learning. In the views of Arnold & Brown (1999:8), learner’s “anxiety is quite possibly
the affective factor that most pervasively obstructs the learning process”.

Anxiety could be defined by Spielberger, (1983; p. 15) as “subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of autonomic nervous system”
(cited in Horwitz, Horwitz& Cope, 1991, p. 27). Researchers have long been interested in
associating anxiety with foreign language learning. Anxiety in the context of foreign language
has been defined by MacIntyre (1998) “the worry and negative emotional reaction aroused when
learning or using a second language” (p. 27). In simple words Foreign Language Anxiety (FLA)
refers to the state of un-easiness and nervousness while interacting in foreign language.
In addition, the concept of FLA has widely been explored in classroom context known as
Foreign Language Classroom anxiety (FLCA)as defined by Horwitz, et al. (1991) as “a distinct
complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language
learning arising from the uniqueness of the language learning process” (p. 31).
Anxiety refers to a state of worry and uneasiness. The understanding of anxiety among EFL
learners is important. Once realized, these feelings of fear and nervousness may be overcome and
the desired learning objectives might be achieved. As mentioned above, in Pakistan English is
enjoying an “authorized status”. (Amna et al. 2018). It presupposed that English is widely
accepted in government offices and educational institutes. However, the situation of English
language learners is very critical in Pakistan in the domain of language anxiety in terms of
speaking, (LA). Most of the local learners feel communication apprehension, fear of negative
evaluation and test anxiety when they called on to perform some speaking orienting tasks in ELT
classrooms. This argument is turther validated by Horwitz (2000) and Von Worde (2003) who
assert almost one half of all foreign language students may experience debilitating levels of
speaking anxiety. Likewise, Zheng (2008:1) propounded that speaking in FL classroom, “can
sometimes be a traumatic experience” for L2 learners due to nervousness and uneasiness that
lead to anxiety. So, it is imperative to take into account such factors that cause speaking
apprehension and to devise certain strategies to cope with this burning issue faced by learners in
Pakistani EFL classrooms.
Recently, new trends have emerged in the research field of FLA. The trends have shifted from
learners psychological traits influencing FLA, into social and contextual factors that can effect
the level of anxiety which a learner may experience. (Lo, 2017). Lo, (2017), while investigating
“Effects of Social Context on Foreign Language Anxiety among University English Learners in
Hong Kong.” confirmed that sufficient evidence were found that showed how socio-cultural
factors, among other factors, might lead to students’ speaking anxiety in EFL context. He further
suggested that there was a need for thorough investigation to analyze the influence of socio-
cultural context at many levels in a variety of contexts. Yan and Horwitz (2008) concluded that
the focus of the anxiety relating studies in ELT context “should direct clear attention to the
socio-cultural factors associated with language learning” (p.175)

This study aims to investigate the socio-culture factors that could possibly pose a potential cause
influencing FLCA in Pakistani ELT context. Furthermore, to narrow down the study, this
proposed research is set in the north-west province of Pakistan, that is Khyber-Pakhtoonkwa,
which enjoys a unique and rich culture.

Thus, the socio-cultural environment of Pakistan in general and KP in particular creates a very
interesting environment for studying foreign language classroom speaking anxiety. In a nutshell,
this research is hoped to help ELT practitioners to adopt ways that will be instrumental in
acquiring a culturally sensitive approach to their English language speaking pedagogy
Rationale of the Research

Multiple reasons could be quoted to conduct this proposed research study. First and foremost
reason is my own general observations. As a private English language teacher at different private
institutes, also during my internship at the Department of English, Kohat University of Science
and Technology, I have observed on multiple occasions that students went nervous when they
were called upon to involve in some sort of classroom activities that involved speaking in
English language. Most of the time when they were given oral activities, students were found
reluctant to participate in it. Even, sometimes, if they participated, different signs of discomfort
and uneasiness were observed such as shivering and sweating. As a teacher, such situations
where students are hesitant to participate in oral activities always arouse my concern as I felt
myself responsible to ensure that students feel comfortable in my classroom. Moreover, during
all my BS English studies in DoE, KUST, I have observed that ascending the laborious task of
going through oral presentations have always been a daunting task for most of the students,
Such scenarios accelerated my interest in knowing more about such conditions that lead to the
said situations in English language classrooms and what could possibly be done, on my part, to
make my students devoid of such apprehensions in the occasions of oral comprehensions.
Nonetheless, answers to such brainteasers were not predominantly available in Pakistani ELT
context, possibly due to, a) lack of potential research in Pakistani ELT context b) the changing
nature of anxiety as one of the individual psychological variables c) my personal lack of
understanding in the field of English language speaking anxiety d) and an appropriate
methodology that might be required to analyze the stated phenomena.

Although numerous efforts are being made to investigate English language anxiety in Pakistani
context i.e. Sultan (2012), Hussain et al. (2011), Rustam (2011), Khattak et al. (2011), and Adeel
(2011), Samad(2015), Gopang et al. (2017), Amna et al. (2018), but still there exists a gap. As,
the mentioned studies primarily focused on general FLA, except Samad (2015) that has
explained foreign language speaking anxiety in Pakistani ELT context at great length. However,
to the best of my knowledge, no significant study has been carried out to explore Foreign
Language Classroom Anxiety in Pakistani ELT context, primarily, taking into account the
possible socio-cultural dynamics that may possibly be a causal factor in arousing EFL classroom
speaking anxiety.

Recently, new trends has emerged in the field of FLA research. The trends have shifted from
learners psychological traits influencing FLA, into social and contextual factors that can effect
the level of anxiety which a learner may experience. (Lo, 2017). Lo, (2017), while investigating
“Effects of Social Context on Foreign Language Anxiety among University English Learners in
Hong Kong.” confirmed that sufficient evidence were found that showed how socio-cultural
factors, among other factors, might lead to students’ speaking anxiety in EFL context. He further
suggested that there was a need for thorough investigation to analyze the influence of socio-
cultural context at many levels in a variety of contexts. In addition, Yan and Horwitz (2008)
while studying “learners' perceptions of how anxiety interacts with personal and instructional
factors to influence their achievement in English: a qualitative analysis of EFL learners in china”
concluded that “the regions from which the students came and the dialects they spoke were
among the causes of their anxiety when speaking English.” (Cited in Lo, 2017). Subsequently, it
was also asserted that learners that hailed from other parts of china were also found more anxious
as compared to their Shanghainese peers. Furthermore, Dewaele et al. (2008), while analyzing
the effect of social factors on FLA among multilingual speakers found theorized , “higher levels
of anxiety could be linked to such social factors as inadequate socialization in the target language
and a small network of interlocutors.” (Cited in Lu,2017). Yan and Horwitz (2008) concluded
that the focus of the anxiety relating studies in ELT context “should direct clear attention to the
socio-cultural factors associated with language learning” (p.175). it should be noted that scarce
attention has been allocated to till date to analyze the concept of FLA with respect to socio-
cultural factors that may influence students FL speaking anxiety.

Hence, this intended research would possibly be a maiden effort in investigating the said
phenomena in Khyber-Pakhtunkhwa: a North Western province of Pakistan, which enjoys a
unique and rich culture. The socio-cultural environment of Pakistan in general and KP in
particular creates a very interesting environment for studying FLA for multiple reasons. a)
multiple tire education system, b) the gap between have’s and have’s not is evident from the type
of schools in which learners study, c) segregated educational institutes based on gender
differences d)unique socio-cultural practices d) the conservative culture etc. Moreover, according
to Pakistan’s National Education Policy, 2009, English is the only medium of instruction in the
domain of higher education. In general observation, students hailed from ruler backgrounds or
Urdu-medium institutes when enter their university life and confront English-flavored medium
of instructions in ELT classrooms, along with all the classroom practices conducted in English,
mostly lose their confidence and feel nervous and frustrated. This study aims to identify such
socio-cultural motives and aim to recommend some remedial measures that will help English
language practitioners to create culturally sensitive and low anxiety classroom environment thus
excelling L2 performance of the learners. Similarly, ELT teachers, unintentionally, might be
adopting such oral activities that could be perceived by learners as culturally sensitive thus
provoking distress and uneasiness. This study aims to inform teachers regarding such culturally
sensitive practices that could possibly lead to anxiety in EFL classrooms.
At the advent of globalization, where people from diverse cultural background are coming closer
to each other, thus converting this world into a global village, demands efficient public speaking
skills where people feel comfort in conveying their ideas. In this connection, keeping in view the
status of English worldwide as a Lingua-Franca, this study hope to investigate the socio-cultural
factors that could possibly apprehend EL learners from speaking, thus hindering their way in
becoming the potential part of the global workforce.

Last but not the least, keeping in view, the context depended nature of Language anxiety,it is
hoped that this proposed study will identify some of the so far unexplored socio-cultural factors
that may influence FLCA in Pakistani ELT context which have not been reported previously in
the available literature on FLA. Hence it may contribute to the already available literature and
open the field for further investigation.

PROBLEM STATEMENT

Speaking skill is an important area in EFL learning context. Other than the interlinguas and
intralinguas factors, there are some behavioral or personality traits which affect the proficiency
and performance of an EFL learner. In this view, it is assumed that EFL learners in Pakistan are
reluctant to speak in English due to fluctuations in their levels of foreign language anxiety.
Furthermore, in general observation, it has always been a daunting task for Pakistani learners to
speak English as a foreign language as these students are exposed to English in their language
classrooms only. In English language classrooms, many students are found experiencing
uneasiness, nervousness and distress while they are called upon to perform in some sort of oral
activities. These feelings of fear and stress can lead to serious issues in ‘acquisition, retention
and production’ of English language in EFL context. Although many EFL teachers are aware of
the multiple issues faced by their learners in classrooms but still the basic criticism charged
against EFL teachers is that majority of the learners in their English language classes are either
hesitant or completely speechless in English language. So far, a lot has been said about the
possible psychological and instructional factors that could contribute to foreign language anxiety
but slight touch has been given to completely explore the potential role of socio-cultural factors
that may arouse FLA and can impede oral communication in English. The focus of this proposed
research study is multi-faced. In addition to exploring the nature of EFL classroom speaking
anxiety, it primarily aims to investigate the sociology of English language classroom that is to
explore the role of socio-cultural context as a causal factor in arousing English language
speaking anxiety both from learners and teachers perspectives and possible ways to overcome
these problems so that a competent learner can also become a proficient user of English
language. Moreover, ELT teachers, unintentionally, might be adopting such oral activities that
could be perceived by learners as culturally sensitive thus provoking distress and uneasiness.
This study aims to inform teachers regarding such culturally sensitive practices that could
possibly lead to anxiety in EFL classrooms.

1.1. RESEARCH OBJECTIVES

This study will investigate FL Speaking anxiety in Pakistani ELT context, keeping in
view the socio-cultural factors as its potential cause in classroom setting. The aims of
the study are;

 To explore possible alien factors that may contribute to speaking anxiety.

  To explore and examine whether socio-cultural factors influence speaking anxiety
more than other English language skills.
 To identify possible teachers’ behaviors and their classroom teaching practices that
could be culturally sensitive to the EL learners thus accelerating speaking anxiety.
 To know the views of the language teachers as how to create culturally sensitive,low
anxiety classroom environment.

1.4. RESEARCH QUESTIONS

1. What is the nature of Foreign Language Speaking Anxiety (FLSA), according to the
perceptions of the learners in Pakistani University EFL classroom context?
2. What are the possible socio-cultural factors that could be a potential cause in influencing
FL speaking anxiety in Pakistani University EFL classroom context?
3. What kind of teachers’ behaviors and their classroom teaching practices are culturally
sensitive to the EFL university learners thus accelerating speaking anxiety?
4. What, from the perspective of EFL teachers, are instructional strategies that could act as
remedial measures in creating culturally sensitive, low anxiety classroom environment?

Background of the proposed research

Researchers have long been indulging with the issue of language learning anxiety that may affect
successful learning of a foreign language. Since late 60s anxiety with relation to language
learning and speaking has thoroughly been investigated. However, it should be noted that early
studies in the field of language anxiety showed mixed and rather confused results to show the
potential relationship between anxiety and successful L2 achievement. (Scovel, 1978). In the
following paragraphs, a sort of research timeline of the studies in the said field is given ranging
from earlier studies to recent insights with the flavor of local Pakistani context.

Chastain (1975) carried out a study under the name of “Affective and ability factors in second
language acquisition” in “elementary language courses”. The findings of this study were
inconsistent. The researcher found positive, negative and neutral co-relationship between anxiety
and L2 achievement. According to Horwitz (2010), this study is often quoted as an example of
the haphazard comprehension of the relationship between anxiety and success in second
language. Later on, Scovel (1978) also suggested that there was a need to find precise and
consistent instrument in order to measure anxiety (cited in Holwitz, 2010).

Foreign language anxiety (FLA) is related to psychological manifestation of a language learner’s

own “self”. (Scovel, 1991, p.16). It includes perceptions of different kinds i.e. about others,
about one own self, about foreign language, about one’s own achievement and achievement of
others in FL etc. therefore, it is more likely that competitiveness and self-esteem can be a vital
source of anxiety. In this connection, a diary study surrounding 11 language learners was
conducted by Bailey (1983). This study was apparently the first to investigate language anxiety
from the perspective of a learner. This study found learners sometimes negatively compare their
language learning abilities with others, was an important anxiety provoking source. This anxiety
likely to be decreased when learners positively compare their abilities with other learners and
perceived their selves as more competent than their peers. Other important sources of anxiety
that emerged under this study were associated with tests, perceived relationship of the learners
with teaches in addition to the need for the approval of the teacher.

The research conducted by Holwiz, Holwitz and Cope (1986) stood as one of the most influential
one in the field of FLA. An investigation of 225 learners in the initial language classes was
carried out at the University of Texas. According to Horwitz (2010), in this article “the authors
identify threerelated situation-specific anxieties – communication apprehension (CA), fear of
negative evaluation (FNE), and test anxiety (TA) – to help language teachers and scholars
understand the anxiety-provoking potential of language learning”. Through the said research,
authors made an important contribution in the field of applied linguistics research by designing a
Scale in order to find out learner’s foreign language anxiety regarding “communication
apprehension (CA), fear of negative evaluation (FNE), and test anxiety (TA)”. The scale is
widely termed as Foreign Language Classroom Anxiety Scale (FLCAS) including 33 items.
Moreover, Horwitz (1986) asserted that language anxiety can impede students L2 leaning or may
cause them to postpone their studies. Moreover, it is said that Horwitz et al. (1986) have made
an important contribution in the true manifestation and theorization of the basic concept of FLA ,
along with this it played a central role in in promoting further reseach in this field (Toth 2008
&2011)
Young (1990) design a questionnaire and surveyed over 200 universities and high school
students in order to find out sources of anxiety they may hinder speaking. The results suggested
that exclusively speaking in the target language could not arouse anxiety but speaking in front of
the whole class was found one of the main anxiety provoking factor. Furthermore, certain
suggestions were given to reduce L2 anxiety. Koch and Terrell (1991) while analyzing a survey
of students’ reactions towards natural approach sought that peer-work, personal discussions and
group activities were found less anxious. They also point out that there is “no single remedy for
student anxiety” (p. 124)
Maclntyre and Gardner(1994) carried out a study in order to find out the effects of language
anxiety on cognitive processing in second language. The participants of the study were 97
college students learning French as their L2. Data were collected through questionnaire and
French achievement test. They found that learners that are mentally relaxed pose less anxiety as
compare to those that are less relaxed.
Saito and Samimy (1996) investigated foreign language anxiety in Japanese context. The merit
of this study lies in the fact that learning language at three different levels of instructions i.e.
beginners, intermediate and advanced level college students, were investigated. The results were
quiet fascinating, it was concluded that the more advanced the students, the more they were at
high anxiety level. The main purpose of the study was to know whether FLA differ according to
level of instruction.
Young (1999) wrote a practical guide in order to device strategies that help in creating low
anxiety classroom environment. Horwitz wrote in 2001 that this guide “is particularly useful in
that it addresses all aspects of language learning-listening, speaking, reading, writing, and culture
– and offers specific suggestions for reducing anxiety during many common language class
activities” (p. 123).Holwitz (2001) also give a review that examines the existing literature of
Foreign languag anxiety. The researcher concluded that understanding FLA increases our
comprehension of “how students approach language learning, their expectations for success
. . .and why they continue or discontinue study” (p. 121).
Moreover, number of research studies are conducted on FLA that have aptly expended and
further added to FLA research. For example (Koch & Terrell, 1991; Price, 1991; Saito &
Samimy, 1996; Onwuegbuzie et al., 1999; Sparks et al., 2000; Oxford, 1999 &2005 ; MacIntyre
et al. 1997). In the later studies conducted on FLA, the focus has shifted from showing the
relationship between FLA and target language acheivement to different other variables which
include learner characteristics (Tóth, 2010); tests (Huang & Hung, 2013); gender (Mersi, 2012);
students’ beliefs about language learning (Wang, 2005) and motivation (Lim, 2004), that may
effect language speaking anxiety.
As noted,anxiety has a debilitating effect on any kind of learning process including
second/foreign language learning which is highly affected by various affective variables (Bailey,
1994; Cheng, 1994; Chang, 2001; Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner,
1991; Onwuegbuzie, et al. 1999). In light of these observations, foreign language anxiety has
been highly investigated by different researchers in the field of education. According to Cheng et
al. (1999) looked for the relationship between SL classroom anxieties as well as their association
with SL speaking and writing achievement. The findings suggested that SL classroom anxiety is
a more general type of anxiety whereas SL writing anxiety is a more language skill specific one.
Finally, low self-confidence was an influential factor in both types of anxieties. .

Recent studies conducted by Liu (2013) and Liu and Jackson (2010) reported that foreign
language anxiety has negative impact on the willingness of students to communicate in
classrooms. The two research studies showed that factors such as lack of vocabulary, low
English proficiency and memory disassociation lead to anxiety. Therefore, the teachers should be
aware of the existence of speaking anxiety in FL classrooms and show empathy to their students.
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In the above studies conducted in western contexts other than Pakistani context, a gradual and
systematic development in methodology of FLA research could be observed. Initially true
research instrument was lacking to consider the issue into its full length. However, still opened
ways for further research in the field of LA.
Numerous studies are also conducted in Pakistani ELT context to expand over the general
concepts of FLA.
Taking into account Pakistani ELT context, Awan et al. (2010) devised a questionnaire based of
FLCA (howaltz et al. 1986) to examine the relationship between anxiety and its effect on
achievement or success in foreign language learning. participants were undergrad university
students. They come up with an interesting finding. It was inferring that L2 achievement and
anxiety are negatively co-related. Furthermore, females were found less anxious than male
learners.
Adeel (2011) conducted a study in order to find out the role of anxiety in graduate Pakistani EFL
learners. This study used individual and focus group interviews as research instruments. Semi
structured interviews were conducted both from grade students and non-native teachers of
English. The findings suggest learners’ self-perception about their abilities and abilities and
abilities of their classmates. This finding can also be observed in Bailey (1983). Moreover,
traditional and teacher-centered or strict classroom environment was another cause of students’
learning apprehension. The researcher also devised a model of anxiety (given below) for
Pakistani EL speakers.
Gopang et al. (2017) have empirically investigated foreign language anxiety in Pakistani
university context. The merit of this study lies in its use of mixed-method approach in order to
get a deep insight into the issue. Both questionnaire-based on FLCAS and focus group interviews
were administered and conducted respectively. It was concluded that test anxiety was on its peak
in addition to fear of negative evaluation and communication apprehension.
Amna et al. (2018) conducted a study to investigate the perceptions of L2 learners regarding
anxiety. Quantitative technique was used by designing 20 item questionnaire based on FLCAS
proposed by Holwitz et al. (1986). Research participants were undergraduate university students.
Results reveal that students do feel “communication apprehension” during their English classes.
Recently, new trends has emerged in the research field of FLA. The trends have shifted from
learners psychological traits influencing FLA, into social and contextual factors that can affect
the level of anxiety which a learner may experience. (Lo, 2017). Lo, (2017), while investigating
“Effects of Social Context on Foreign Language Anxiety among University English Learners in
Hong Kong.” confirmed that sufficient evidence were found that showed how socio-cultural
factors, among other factors, might lead to students’ speaking anxiety in EFL context. He further
suggested that there was a need for thorough investigation to analyze the influence of socio-
cultural context at many levels in a variety of contexts. In addition, Yan and Horwitz (2008)
while studying “learners' perceptions of how anxiety interacts with personal and instructional
factors to influence their achievement in English: a qualitative analysis of efl learners in china”
concluded that “the regions from which the students came and the dialects they spoke were
among the causes of their anxiety when speaking English.” (Cited in Lo,2017). Subsequently, it
was also asserted that learners that hailed from other parts of china were also found more anxious
as compared to their Shanghainese peers. Furthermore, Dewaele et al. (2008), while analyzing
the effect of social factors on FLA among multilingual speakers found theorized , “higher levels
of anxiety could be linked to such social factors as inadequate socialization in the target language
and a small network of interlocutors.” (Cited in Lu,2017)

Despite all the important studies in FLA context which suggest that FLA impede successful L2
learning, there is a lack of consensus on if it is a potential cause (Horwitz, 2000) or weather it
results in poor learning of language (Sparks & Ganschow, 2007). Moreover, the influence of
socio-cultural factors as a causal factor in arousing FLA surely needs in-depth investigation.
Further, the changing dynamics of FLA in various contexts, as observed from the mentioned
studies also validate the need for further research.

Significance of the study

There are clear theoretical, pedagogical and research implications to be drawn from this study.
Currently, much focus is being devoted to understand the individual differences that lies among
L2 learners i.e. motivation, attitude, self-efficacy, individual learning strategies and styles, in
addition to foreign language speaking anxiety that may influence successful L2 achievement . It
is well established assumption that regardless of whatever methodology a teacher may use inside
EFL classroom, he need to adopt such teaching strategies and teaching attitudes that can result in
creating low anxiety, enhance high motivation and enable the learners to participate productively
in oral activities. Therefore, it is pertinent to conduct studies on the subject of FLA in order to
enhance their speaking skills and create comfortable, facilitating and learner-centered low
anxiety classroom environment. Although there are studies based in Pakistan, investigation the
role of FLA in ELT context, but the role of FLA in classroom dynamics is hardly been
investigated. For this purpose, a careful examination of the issue in hand aims to provide a solid
base to tackle FLCA and to excel English language teaching learning process in ELT classrooms.
Moreover, this study could be of significant importance in Khyber-Pakhtunkwa,
Pakistan, since there is lack of FLA research in Pakistan in general and KP in particular. In
addition, as evident from the title of the synopsis, this study is primarily focused on the socio-
cultural or contextual factors that might pose a potential cause creating FLA in Pakistani ELT
context, especially in KP. In this connection, keeping in view the unique cultural traits of KP,
this research is hoped to help ELT practitioners to adopt ways that will be instrumental in
acquiring a culturally sensitive approach to their English language speaking pedagogy.
Taking into account the dynamic nature of already existed research on FLA, Oxford (2005)
propounded that anxiety specific behavior differs from culture to culture and context to context.
Anxiety related factors that impede successful L2 achievement in one context might not be the
potential cause creating FLA anxiety in general and L2 speaking anxiety in particular. For
example, some initial studies found no potential relationship between anxiety and language
learning (i.e. Backman,1976;Brewster & Elizabeth, 1975). In a study conducted by Steinberg et
al. 1985, anxiety was not found as an influential factor effecting L2 performance but the it was
investigated as a powerful cause affecting the quality of L2 performance. On the other hand most
of the studies mentioned in the “background of the study” portion, found FLA a powerful factor
impeding L2 performance. The point is that while looking at the varying nature of L2 anxiety
and the assumption made by Oxford (2005) mentioned above, it become significant to conduct
further investigation on FLA while taking into account different context. Its benefits are multi-
faced, a) it will help to enrich the current literature that exists regarding FL speaking anxiety b) it
will aptly suggest an appropriate research methodology befitting each context thus paving ways
for further research.
Similarly, ELT teachers, unintentionally, might be adopting such oral activities that could be
perceived by learners as culturally sensitive thus provoking distress and uneasiness. This study
aims to inform teachers regarding such culturally sensitive practices that could possibly lead to
anxiety in EFL classrooms.
Moreover, it will also provide English language policy makers, curriculum developers and other
stake-holders in Pakistan to design, plan, execute and access English language teaching policies,
programs and teaching materials devoid of all socio-cultural sensitivities.
Last but not the least, taking into consideration the context depending nature of Language
anxiety, it is hoped that this proposed study will identify some of the so far unexplored sources
of FLCA in Pakistani ELT context which has not been reported previously in the available
literature of FLA. Hence it may contribute to the already available literature and opent the field
for further investigation.
 2. RESEARCH METHODOLOGY

3.1. Research Paradigm

The research paradigm will be constructivist as it will draw its conclusions on the basis of the
responses of the sample.

3.2. Research Approach

The research approach will be case study as a specific issue in specific context will be evaluated
under this study.

3.3. Type of Research.

This study will employ both qualitative and quantitative techniques to explore, find out and
analyze the role of self-efficacy and anxiety on speaking skills of the ESL learners. The
responses of the sample will be analyzed both quantitatively (in the form of questionnaires) as
well as qualitatively (observations, interviews and open-ended questionnaire items). The
interview responses will be transcribed, coded and then a content analysis of these responses will
be carried out to draw conclusions.

3.4. Research Methods for Data Collection

Following research methods will be used in this research:

  Questionnaires: Close-ended items using Likert scale, and Open-ended Items
--a background questionnaire will be designed covering issues such as subject’s full
name, gender, decipline, language status, time of presentation etc.
--foreign language classroom anxiety scale (FLCAS by Horwitz, Horwitz, and Cope
1986 ) --another questionnare will be designed based on
Lecturer self-efficacy instrument (LSE) (hemming and key 2008) and Bandura
guide for constructing self-efficacy scale (2006).
 Interviews: Unstructured and Semi-structured
 Observation of 5 ESL classrooms ( Three respective B.S classes and two M.A classes )

3.5. Population

The teachers and students (B.S and M.A) of Department of English, Kohat University of Science
and Technology will constitute the population.

3.6. Sample

The sample of the research will be

 A total of 70 students (from the ongoing respective sessions), i.e. 30 from M.A and 40
from BS will be selected randomly.
 Observation of 5 ESL classrooms ( Three respective B.S classes and two M.A classes )
 Interviews of 3 teachers will be conducted.

3.6.1. Sampling Strategy

Sampling of the students will be done using random sampling technique. Purposive sampling
strategy will be adopted to select teachers for interviews.

3.7. Research Procedures

 3.7.1. Data Collection and analysis

During the process, the researcher will take the following procedures for data collection.

 At first stage, a background questionnaire will be developed to undertake the required

information of the participants.
 Data collection will be done through questionnaires which will be filled in by the
participants. After collection of data trough questionnaires, all the data will be coded and
then analyze through SPSS (statistical package for social sciences)
 Observation sheets will be filled by the observer during the observation of the
classrooms.
 If the researcher become successful in getting the permission of the chairman and the
concerned teacher the classroom session will be recorded and transcribed.
 Interviews will be recorded and transcribed for the analysis.

3.8. Ethical Considerations

 Consent of the department and teachers for classroom observations and other data
collection will be sought before the collection of data.
 Willingness of students will also be observed before the process of data collection.

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