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International Journal of Academic Multidisciplinary Research (IJAMR) 
ISSN: 2643-9670 
Vol. 6 Issue 11, November - 2022, Pages: 289-297 
 
292
The use of a strategy is frequently dependent on the 
person's surroundings, personality, and personal preference 
for how they may be able to reduce their own anxiety (Burger, 
2000). Kondo and Young (2004) identifies five-dimensional 
coping strategies such as preparation, relaxation, positive 
thinking, peer thinking, and resignation.
According to Kondo and Yang (2004) Preparation 
gives the students time to plan out what they will say and how 
they will deliver their message. Relaxation is when students 
feel safe in their surroundings, they are more likely to be 
composed and to go above and beyond in their language 
education. While positive thinking can be very influential, 
such as appreciating students' efforts, encouraging learners 
that it is okay to make mistakes in second language, and 
displaying a teacher's positive attitude, one way to outsource 
external motivation is to display a teacher's goodattitude. 
When 
motivation is established, self-confidence is 
reciprocated in return. Peer thinking, on the other hand, is one 
way to lighten the load or burden of completing learning tasks 
in L2 (Kondo& Yang, 2004). This is accomplished by 
providing opportunities for students to brainstorm, discuss, 
and exhaust ideas in groups or teams.
Similarly, Fujii (2017) used a four-dimensional 
anxiety-reduction strategy in one hundred fourteen 
undergraduate participants at a national university in Sapporo, 
Japan. His research investigation introduced two student-
oriented strategies: cooperation with others and confidence 
building. Fuji (2017) found that when students participated in 
small group activities or collaborated with others, they felt 
less anxious. Students felt less anxious when they worked 
collaboratively with their peers or classmates. They also felt 
less anxious when they thoroughly prepared for any English 
task. This tendency helps students gain confidence in their 
second language.
This is in conformance with Saltmarsh (2017) view. 
Saltmarsh (2017) said that the brain is shaped as it interacts 
with the environment. When the learning climate is non-
threatening and comfortable, students are less anxious. In a 
friendly environment, students have the chance to maximize 
their full potential because they become more willing to 
explore and participate Saltmarsh (2017)
The cooperative learning strategies were also found 
effective as coping mechanisms in reducing English language 
speaking anxiety (Nagahashi,2007). These involve learning 
situations like small-group, real-life, or task-based activities, 
which set the learning climate to be interactive and 
communicative.
The review of related literature presented above 
demonstrates the importance of English-speaking skills in 
English language studies. Speaking is a necessary part of the 
learning process. Oral communication is constantly present. 
In addition, previous research has revealed some common 
challenges in English language studies that affect some 
students 'English-speaking skills and performance in English 
language studies. The researchers now want to know if those 
challenges are the same one' English majors facing in their 
English Language studies class. The researchers wanted to 
know if the students' English-speaking skills were a 
significant challenge in their English language studies class. 

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