English Speaking Anxiety among Secondary School Students in Peshawar: Gender Differences and Coping Strategies

Abstract

This study examines English-speaking anxiety among secondary school students in Peshawar, focusing on gender differences and coping strategies. 60 students from four institutions participated, with equal gender representation. Questionnaires, adapted from Woodrow (2006), and semi-structured interviews were utilized for data collection. Findings reveal moderate to high anxiety levels, particularly among females. Various coping strategies were identified, including internal motivation and physical and cognitive techniques. Students reported increased nervousness during speaking tests and vivas. Pedagogical implications emphasize the importance of teachers addressing students' anxiety to support their academic and social well-being. This study underscores the need to create a supportive learning environment by addressing anxiety among secondary school students in Peshawar.