A Conceptual Framework for Understanding Speaking Anxiety Among Malaysian Undergraduate Students in English-Medium Contexts

Abstract

In Malaysia, most tertiary education institutions strongly promote the use of English as the primary medium of interaction between students and educators, both inside and outside the classroom. Nevertheless, speaking anxiety remains a persistent challenge among Malaysian undergraduates, particularly within English-medium higher education settings. Despite the nation’s long-standing emphasis on English language education, many students continue to experience apprehension during oral communication tasks, which in turn affects their academic performance, classroom participation, and future employability. This conceptual paper draws on theories from second language acquisition, communication studies, and sociocultural linguistics to present a holistic framework that captures the antecedents, mediators, and consequences of speaking anxiety among Malaysian undergraduates. Four interrelated domains—linguistic, psychological, pedagogical, and sociocultural—are synthesised to illustrate how these factors shape students’ willingness to communicate and their overall oral performance. The paper concludes with theoretical propositions to guide future empirical research, alongside practical implications for educators, curriculum designers, and policymakers. This conceptual contribution is positioned to support future research paper submissions within applied linguistics, communication, and higher education journals.