Abstract

English Language Speaking Anxiety (ELSA) is a significant barrier to effective communication for many undergraduate students in private universities in Bangladesh. This study investigates the prevalence, causes, and impacts of ELSA among this demographic, exploring its implications for academic performance and personal development. Utilizing a mixed-methods approach, data were collected through surveys and interviews with students across multiple private universities. Findings reveal that ELSA is influenced by factors such as limited exposure to English-speaking environments, fear of negative evaluation, and cultural inhibitions. The study also identifies a correlation between ELSA and reduced participation in classroom discussions, lower confidence in professional settings, and hindered career prospects. Recommendations include implementing targeted language support programs, fostering interactive speaking environments, and integrating anxiety-reducing strategies into the curriculum to enhance students’ English-speaking confidence and overall academic experience.