The Role of Psychological Factors in Developing Speaking Confidence Among Freshman EFL Students

Abstract

This study examines the role of psychological factors — specifically speaking anxiety and fear of oral performance — in shaping the speaking confidence of freshman EFL students at Tashkent International University of Finance and Technology (TIFT), Uzbekistan. Using a mixed-methods approach that combined Likertscale questionnaires and systematic classroom observation, the study found that approximately half of the student participants exhibited notable anxiety during speaking tasks, particularly in whole-class settings. Pair work and repeated practice emerged as the most effective strategies for reducing anxiety and fostering confidence. The findings underscore the importance of creating psychologically safe learning environments and adopting graduated exposure strategies in EFL speaking instruction. Implications for EFL teachers and teacher trainers are discussed.