Exploring English-Speaking Anxiety, Vocabulary Size, and Their Relationship Among High- and Low-Performing Thai University Students

Abstract

This study examines English speaking anxiety, vocabulary size, and the relationship between English language speaking anxiety and vocabulary size among Thai university students, specifically analyzing differences between high- and low-performance groups. A sample of 438 undergraduate students enrolled in a Communicative English course participated in the research, utilizing the Updated Vocabulary Level Test (UVLT) to measure vocabulary size and a speaking anxiety questionnaire to evaluate anxiety levels. The Rasch analysis shows that the speaking anxiety questionnaire indicates model fit, one-dimensionality with an eigenvalue of 1.85, local independence, and person reliability of 0.894 (p < .001), reflecting the good quality of the instrument. The findings show that both high- and low-performing students experience significant levels of speaking anxiety, with mean anxiety scores ranging from 73% to 75%. Interestingly, similar levels of English speaking anxiety are exhibited by two groups. It also shows that only the high-performance group is likely to mastery the first 1000 words level and progress to another level. A significant relationship was observed between vocabulary size and English speaking anxiety. Although vocabulary size has a minimally positive correlation with speaking anxiety, it suggests a complex interrelationship between vocabulary size and speaking proficiency, with trait worry leading to high cognitive load and difficulty maintaining performance. This study underscores the critical need for language educators to address both vocabulary enhancement and anxiety reduction strategies in their teaching practices. Future studies should explore specific interventions aimed at mitigating anxiety and enhancing vocabulary acquisition.