Speaking Anxiety, Language Exposure, and Quality of Instruction as Determinants of Oral Fluency among First-Year College Students

Abstract

In a globalized world, English speaking proficiency remains relevant, as it allows people to communicate effectively in various professional fields. However, a knowledge gap exists in the collective influence of speaking anxiety, language exposure, and quality of instruction on oral fluency. This study aimed to determine the influence of the variables among 280 first-year college students at a city college in Misamis Oriental. The sample size was determined using Taro Yamane’s formula with a 5% margin of error. The study was anchored on FLA theory, which explained learners’ emotional responses to second language use. A quantitative design was employed by collecting data using validated questionnaires and an oral fluency assessment rubric, which were subjected to CFA prior to use; a pilot test with 30 students confirmed acceptable to excellent reliability (Cronbach’s α = 0.725–0.857). Descriptive statistics, CCA, and stepwise multiple regression analyses were employed. The results revealed that speaking anxiety had a significant negative influence on oral fluency, indicating that higher levels of anxiety are associated with lower speaking performance, while language exposure and quality of instruction did not show a significant effect. These findings emphasize the critical role of affective factors on oral fluency. The result indicates that oral fluency is a complex and multidimensional skill shaped by interaction of various factors. The study recommends instructional approaches that reduce speaking anxiety and promote supportive learning environments to enhance fluency, as well as further exploration of psychological and cognitive variables to better understand their combined impact on oral fluency.