AN INVESTIGATION INTO THE INTERRELATIONSHIPS AMONG ENGLISH LANGUAGE, SELF-EFFICACY, SPEECH ANXIETY, AND SELF-ESTEEM: A CASE STUDY OF UNIVERSITY PREPARATORY STUDENTS

Abstract

Abstract

This study examines the multifaceted relationship between personality traits, foreign language speaking anxiety, and self-efficacy among university language preparatory students, regardless of departmental differences. Building upon past research, this study explores additional dimensions of linguistic anxiety and focuses on the effect of personality traits as explained in the Big Five hypothesis. The study will explain how these traits influence FLSA and FLSSE through quantitative evidence and actionable insights to bridge the knowledge gap. The study also looks at the difference between anxiety and self-efficacy levels in explaining possible relationships that might take place within the preparatory classes. Some main findings show that neuroticism is positively associated with FLSA, conscientiousness and extraversion are negatively related. Anxiety rates are also higher among female students compared with males. These results enhance knowledge of how personality traits interact with anxiety and congruence of self-efficacy and therefore, they have implications for customized interventions. We strive to contribute meaningfully to such insights that may inform customized interventions and instructional strategies toward addressing the psychological needs of English learners in the preparatory language classes through well-crafted research questions.