Overcoming English Speaking Anxiety: Challenges Faced by University Students in Rajasthan

Abstract

English speaking proficiency remains a significant hurdle for many university students, especially in regions where English is not the primary language. This qualitative study explores the difficulties faced by first-year students in speaking English during classes at Jayoti Vidyapeeth Women’s University in Rajasthan, India. Semi-structured interviews were conducted with six university participants to investigate the linguistic and psychological barriers hindering effective English-spoken communication. The findings reveal that students struggle with pronunciation, vocabulary acquisition, and limited exposure to English outside the classroom. Despite receiving English instruction, many students view English as confined to the school and a subject for gaining marks rather than a means of genuine communication. The study underscores the need to address linguistic and psychological barriers that impede students’ ability to speak English confidently. Recommendations emphasize providing opportunities for authentic English engagement beyond the classroom and developing bridging programs to facilitate the transition from secondary to university-level English proficiency. Future research with innovative methodologies and larger sample sizes is suggested for a deeper understanding of this issue. Fostering English speaking skills is crucial for students' academic and professional success in an increasingly globalized world.