A Path Analysis On Shyness, Foreign Language Speaking Anxiety, And Speaking Skill Of Pre-Service English Teachers

Burhanuddin, Muhammad (2025) A Path Analysis On Shyness, Foreign Language Speaking Anxiety, And Speaking Skill Of Pre-Service English Teachers. Masters (S2) thesis, UIN SYEKH WASIL KEDIRI.

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Abstract

Speaking proficiency constitutes a core professional competence for pre-service English teachers; nevertheless, its development is frequently constrained by affective variables, notably shyness and foreign language speaking anxiety (FLSA). Although these constructs have been widely examined in second language research, empirical evidence remains inconclusive regarding their direct contribution to speaking performance and the extent to which anxiety mediates the influence of personality-related traits. Addressing this gap, the present study investigates the structural relationships among shyness, FLSA, and speaking skill, with particular attention to the mediating role of FLSA. Using a quantitative correlational design, data were analyzed through path analysis within the Partial Least Squares–Structural Equation Modeling (PLS-SEM) framework. Participants were 100 fifth-semester pre-service English teachers enrolled at UIN Syekh Wasil Kediri. Shyness was measured using the Revised Cheek and Buss Shyness Scale (RCBS), speaking anxiety was assessed via the Foreign Language Classroom Anxiety Scale (FLCAS), and speaking skill was evaluated through a performance-based speaking test. All analyses were conducted using SmartPLS 4.0. The results demonstrate a strong and statistically significant effect of shyness on FLSA (β = 0.585, t = 9.331, p < .001), indicating that higher levels of shyness are associated with elevated speaking anxiety. In contrast, neither shyness (β = 0.084, t = 0.621, p = .534) nor FLSA (β = −0.111, t = 0.737, p = .461) significantly predicts speaking performance. Furthermore, the indirect effect of shyness on speaking skill via FLSA is not statistically significant (β = −0.065, t = 0.724, p = .469), with the model accounting for a negligible proportion of variance in speaking skill (R² = 0.003). These findings suggest that although shyness and speaking anxiety are closely interrelated affective constructs, their explanatory power for speaking performance among pre-service teachers is limited, underscoring the prominence of pedagogical and linguistic factors in shaping oral proficiency.

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