PERTANIKA JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

Speaking anxiety is widely recognised as a major barrier for second language learners. This study aims to examine the level of English-speaking anxiety among primary Tamil school students in Selangor, Malaysia. A quantitative survey design was employed using an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 120 Year 6 students from two Tamil vernacular schools in Bandar Kinrara and Serdang participated. The 20-item Likert-scale questionnaire was validated through a pilot study and expert review. Descriptive analysis was conducted to measure the overall level of anxiety and item-specific responses. The results revealed a high level of speaking anxiety among students (M = 4.031, SD = .226). The highest anxiety was recorded when students were directly asked to speak by the teacher (M = 4.683), while the lowest was reported for confidence in speaking before peers (M = 1.617). They also highlight how classroom practices and socio-cultural influences can reinforce avoidance behaviors. This study contributes to the growing body of research on language anxiety by offering empirical evidence from an underrepresented context Tamil vernacular schools in Malaysia. It underscores the importance of teacher practices and culturally responsive strategies, such as games, songs, and non-threatening speaking activities, to reduce anxiety. The study is one of the first to quantify speaking anxiety among Tamil primary students in Malaysia, providing valuable insights for teachers, policymakers, and researchers seeking to design interventions that build confidence and foster inclusive English-speaking classrooms.