This qualitative phenomenological study investigates the lived experiences and
the impact of language insecurity of English as a Foreign Language (EFL)
students at SMAN 12 Bone in coping with language insecurity during oral
presentations. The research seeks to uncover how language insecurity is
psychologically internalized, behaviorally expressed, and how it shapes oral
performance. Data were collected through classroom observations and in-depth
interviews with nine students and one English teacher. Thematic analysis revealed
three dominant experiential patterns: Physical signs of anxiety such as trembling,
stiff posture, fidgeting, and rushing; performance-related coping behaviors
including overreliance on notes, memorization dependency, and sentence
disfluency; and avoidance behaviors such as avoiding eye contact, delayed
participation, and pre-task withdrawal. These responses were strongly influenced
by fear of negative evaluation, lack of self-efficacy, and social comparison. In
terms of impact, language insecurity was found to significantly impair fluency
(through frequent pauses and fragmented speech), reduce expressiveness (via flat
intonation and suppressed emotion), and limit engagement (marked by minimal
audience interaction and lack of responsiveness to cues). The study highlights the
emotional cost of speaking in a foreign language and calls for psychologically
safe classroom environments where mistakes are treated as learning opportunities.
Pedagogical strategies that reduce anxiety and promote authentic oral
communication are essential for supporting EFL learners’ performance and self-
confidence.
A. Conclusion
Based on the findings of this qualitative phenomenological study that
explored the lived experiences of EFL students at SMAN 12 Bone in facing
language insecurity during oral presentations, the following conclusions can be
drawn:
1. Students experience language insecurity through intense emotional
responses and avoidance behaviors.
The majority of participants reported symptoms of anxiety such as
trembling, forgetfulness, muscle stiffness, and heavy reliance on written
notes. These reactions were closely linked to a fear of negative evaluation,
feelings of inferiority compared to more fluent classmates, and low self-
assessed speaking ability. Language insecurity did not merely affect
students internally but also shaped how they approached speaking tasks
often leading to physical withdrawal, reduced participation, and
psychological avoidance.
2. Language insecurity negatively affects students’ oral performance.
It hinders fluency, expressiveness, and communicative engagement.
Students who experienced insecurity frequently avoided eye contact,
rushed through their speech, relied on rote memorization or scripts, and
delivered content in a flat or disengaged manner. These behaviors
diminished the effectiveness, clarity, and impact of their presentations,
reflecting how deeply psychological stress can impair language
performance in real-time.
B. Suggestions
Based on these conclusions, several practical suggestions are proposed:
1. For English teachers
Create a psychologically safe classroom environment where students
are encouraged to speak without fear of being judged. Teachers should
provide constructive feedback with empathy, incorporate small-group
speaking practice, and gradually expose students to public speaking tasks to
build confidence over time.
2. For Students
To overcome language insecurity, students are encouraged to engage in
consistent English-speaking practice in low-stress environments, such as
small groups or peer support sessions. This gradual exposure can help reduce
fear, build self-confidence, and develop speaking fluency over time.
3. For Future Researchers
It is recommended to explore language insecurity using a broader
participant base or different academic contexts, possibly incorporating
quantitative methods. Further studies may also examine the long-term effects
of classroom interventions on reducing speaking anxiety among EFL learners.
Despite its contributions, this study has several limitations. It involved a
small sample from a single institution, limiting generalizability. The short
intervention period prevented evaluation of long-term effects. Key affective
factors such as anxiety, confidence, and motivation were not controlled.
Assessments relied on human-rated rubrics, which may include subjectivity.
The study also did not utilize digital tools like AI feedback systems and
lacked data triangulation, affecting the reliability of findings.

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