Abstract

Leading class discussions is considered a challenging speaking ability as it requires the integration of English oral proficiency, academic knowledge, and the articulation of sophisticated thoughts when engaging with academic classmates. This study aims to explore foreign language speaking anxiety in a PhD student while leading class discussions within a seminar in an English language teaching (ELT) methodology course. For this specific case, purposive sampling was employed based on the following criteria: (1) being a first-year PhD student, (2) completing at least one semester of PhD coursework, and (3) exhibiting a high anxiety level according to the Public Speaking Class Anxiety Scale. The study utilizes three research instruments: a self-report anxiety questionnaire, observations, and stimulated recall and semi-structured interviews. The findings showed that leading class discussions increased Clarissa’s foreign language speaking anxiety, with coping behaviors such as gestures, smiling, silence, and disguising emotions. Factors like poor preparation, low proficiency, and past bullying contributed to her anxiety. She employed face-saving strategies to avoid embarrassment, including symbolic face-repair and selective attention. However, her classmates viewed her coping strategies as ineffective, noting her reliance on others for support.