There will always be interesting issues to explore between psychology and learning experiences. It can be effects, relations, perspectives, etc. The purpose of this study was to investigate English as a foreign language (EFL) international students' foreign language speaking anxiety (FLSA). Specifically, the study examined the level of FLSA, the changes in FLSA over time, their perception of FLSA, the domain of FLSA, and the factors of FLSA that were experienced. This research focuses on English as a Foreign Language international students in Taiwan. In order to attend the university in Taiwan, they had to obtain a certificate of language proficiency. While they were studying in Taiwan, they still took an English oral communication course. Clearly, they struggled with their speaking ability, especially their anxious feeling. There were four participants from different EFL countries. Through a mixed methods case study, this study employed a multiwave linking qualitative and quantitative data sets. The data were collected through questionnaires, semi-structured interviews, and classroom observations. Based on Ozturk and Gurbuz (2014, p. 5), the levels of FLSA are divided into three levels: low level (18-54), moderate level (54-72), and high level (72-90). Study results showed that two EFL international students were at a moderate level and two others were at a low level of FLSA. The FLSA level of EFL international students during the course of a semester did not change over time, however, the total score did. Moderate level of FLSA students believed that speaking was a FLSA provoking factor in learning a language. There were three categories of the FLSA domains. Namely, Despite experiencing all of the FLSA domains, the students found test anxiety to be the most influencing domain. Meanwhile, fear of negative evaluation was the less influencing domain, and communication apprehension was the least influencing domain. Three factors are found to affect the FLSA of EFL international students. It was personal factors as the most influencing factor, followed by social factors as the less influencing factor. Only a few students were willing to admit the linguistic factor as an influencing factor. It is hoped that this finding will assist educators and other stakeholders in improving the quality of education so that the EFL international students can attain better results.
Keywords: Anxiety, Foreign language speaking anxiety (FLSA), EFL international students

TABLE OF CONTENT
ACKNOWLEDGEMENTS I
ABSTRACT II
TABLE OF CONTENT III
LIST OF FIGURES VII
CHAPTER ONE 1
INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 1
1.2 STATEMENT OF THE PROBLEMS 2
1.3 PURPOSES OF THE STUDY 2
1.4 RESEARCH QUESTIONS 3
1.5 SIGNIFICANCE OF THE STUDY 3
1.6 LIMITATIONS AND DELIMITATION OF THE STUDY 3
1.7 DEFINITION OF TERMS 4
1.7.1 Anxiety 4
1.7.2 Foreign Language Speaking Anxiety (FLSA) 4
1.7.3 The EFL International Students 4
LITERATURE REVIEW 5
2.1 WHAT IS ANXIETY? 6
2.2 FOREIGN LANGUAGE ANXIETY (FLA) 6
2.3 FOREIGN LANGUAGE SPEAKING ANXIETY (FLSA) 7
2.4 FACTORS OF FOREIGN LANGUAGE SPEAKING ANXIETY (FLSA) 11
CHAPTER THREE 13
METHODOLOGY 13
3.1 RESEARCH DESIGN AND METHODOLOGY 13
3.2 CONTEXT AND PARTICIPANTS 14
3.3 CASE SELECTION 15
3.4 DATA COLLECTION AND INSTRUMENTATION 16
3.4.1 Questionnaires 18
3.4.2 Classroom Observation 19
3.4.3 Semi-structured Interview 19
3.5 DATA ANALYSIS 20
3.5.1 Quantitative Data Analysis 20
3.5.2 Qualitative Data Analysis 20
3.6 TRUSTWORTHINESS 23
CHAPTER FOUR 25
RESULTS AND DISCUSSION 25
4.1 CASE-BY-CASE ANALYSIS 25
4.1.1 Joy 25
4.1.1.1 English Learning Experience 25
4.1.1.2 FLSA 26
Domain of FLSA 29
Communication Apprehension 29
Fear of Negative Evaluation 30
Test Anxiety 30
4.1.1.3 Factors 32
The Personal Factor 32
Joy’s Personality and His FLSA 32
The Teacher’s Personality and Joy’s FLSA 32
The Linguistic Factor 32
Speaking Topic 32
The Social Factor 34
Learning Competition 34
4.1.2 Ann 34
4.1.2.1 English Learning Experience 34
4.1.2.2 FLSA 36
Levels of FLSA 36
Domains of FLSA 39
Communication Apprehension 39
Fear of Negative Evaluation 40
Test Anxiety 41
4.1.2.3 Factors 42
The Personal Factor 42
Ann’s Personality and Her FLSA 42
The Teacher’s Personality and Ann’s FLSA 43
The Linguistic Factor 44
Language Barriers 44
The Social Factor 45
Competition among Students 45
4.1.3 Adel 45
4.1.3.1 English Learning Experience 45
4.1.3.2 FLSA 46
Levels of FLSA 46
Domains of FLSA 49
Communication Apprehension 49
Fear of Negative Evaluation 50
Test Anxiety 50
4.1.3.3 Factors 51
The Personal Factor 51
Adel’s personality and Her FLSA 51
The Linguistic Factor 53
Topic and ideas 53
The Social Factors 54
Social status 54
Tolerance 55
Classroom Environments and Students’ Reactions 55
4.1.4 Bens 56
4.1.4.1 English Learning Experience 56
4.1.4.2 FLSA 58
Levels of FLSA 58
Domains of FLSA 60
Communication Apprehension 60
Fear of Negative Evaluation 61
Test Anxiety 62
4.1.4.3 Factors 63
The Personal Factor 63
My speech experience, “I messed up I won’t call like being satisfied” 63
Ben’s Personality and His FLSA 65
The Teacher’s Personality and Ben’s FLSA 66
The Linguistic Factor 68
Topic and Ideas 68
The Social Factor 69
Competition among The Students 69
Tolerance 71
Classroom Environment and Student’s Reactions 72
4.2 CROSS CASE ANALYSIS 74
4.2.1 The Level of FLSA 74
4.2.2 The Levels Change Over Time During a Semester 78
4.2.3 The Way Perceiving FLSA 84
4.2.4 Domains of FLSA 85
4.2.4.1 Test Anxiety 88
4.2.4.2 Fear of Negative Evaluation 90
4.2.4.3 Communication Apprehension 92
4.2.5 Factors of FLSA 95
4.2.5.1 Personal Factor 97
4.2.5.2 Social Factor 99
4.2.5.3 Linguistic Factor 101
4.3 DISCUSSION 104
CHAPTER FIVE 108
CONCLUSIONS AND IMPLICATIONS 108
5.1 SUMMARY OF THE FINDINGS 108
5.2 IMPLICATIONS OF THE STUDY 111
REFERENCES 113
APPENDICES 116
APPENDIX A FOREIGN LANGUAGE SPEAKING ANXIETY QUESTIONNAIRE 116
APPENDIX B CLASS OBSERVATION CHECKLIST 118
APPENDIX C SEMI-STRUCTURED INTERVIEW QUESTIONS 120
APPENDIX D INFORMED CONSENT FORM 122

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