University of Burundi, P. O. Box 2700, Bujumbura, Burundi.

Dunia Ruhondo Emmanuel – Bukavu Teachers Training College (ISP-Bukavu)

Cikuru Balola Fidèle – Kabare Teachers Training College (ISP-Kabare)

Giscard Mukubitho D’Estaing – Uvira Centre for Research in Hydrobiology (CRH-Uvira)

Miletu Mutimanwa – Kamituga Teachers Training College (ISP-Kamituga)

Ntahaliza Kiriza Héritier – Kabare Teachers Training College (ISP-Kabare)

Mikalano Lopez – Bukavu College of Arts, Crafts and Vacational Studies (ISAM-Bukavu)

Jean Marcel Niyomwungere – University of Burundi, P. O. Box 2700, Bujumbura, Burundi

Murhula Ganywamulume Justin – Bukavu College of Rural Development (ISDR-Bukavu), P. O. Box 2849, Bukavu, DR Congo

François Merlan Zaluke Banywesize – Bukavu College of Rural Development (ISDR-Bukavu), P. O. Box 2849, Bukavu, DR Congo

Email : kiswa.mukikawilly@gmail.com ; ORCID ID; https://orcid.org/0009-0003-3787-836X

Abstract: This study sought to determine the level of English speaking anxiety of club members and non-members, the relationship between English conversation club membership and speaking anxiety, and examined whether anxiety levels varied across proficiency levels among English club members. An ex post facto quantitative research design was adopted. Data were collected from 58 students, comprising 29 English club members and 29 non-members. Speaking anxiety was measured using the FLCAS (Cronbach’s alpha = .988). Due to non-normal data distribution, non-parametric tests were performed to compare group means. The Mann-Whitney U test was used to compare anxiety levels between groups on membership variable and the Kruskal-Wallis one-way ANOVA with Bonferroni-adjusted post hoc pairwise comparisons was used to examine differences across proficiency levels. The findings revealed that club members experienced lower levels of English speaking anxiety than non-members. Besides, it was found that this difference was statistically significant (p<.001). Furthermore, significant differences were observed across proficiency levels, advanced students demonstrating significantly lower anxiety compared to upper-intermediate (Adj. Sig. =.008<.017) and intermediate (Adj. Sig. < .001). These findings suggest that participation in English conversation clubs may considerably contribute to reducing speaking anxiety and that higher proficiency is associated with lower anxiety. The study highlighted the pedagogical importance of extracurricular speaking activities in EFL contexts.

Abstract: This study examines factors influencing English-speaking skills among Grade 9 students in Gisagara District, Rwanda, using a quantitative approach. The study adopted descriptive research design. To achieve this goal, a quantitative research design was utilized, with a target population of 3577 students and a sample size of 361 respondents determined using Yamane’s formula. Questionnaires were used to gather data. The collected data was carefully edited and analyzed using SPSS version 21. The results revealed linguistic factors like exposure to English and pronunciation clarity are crucial for fluency. Affective factors such as confidence and motivation strongly influence students’ willingness to engage in English-speaking activities. Pearson correlation analysis shows significant associations: cognitive factors correlate with linguistic. Besides, findings also revealed that there is a significant and positive correlation between and all factors and English-Speaking Skills (r=0.811**, p=0.000). These findings highlight the importance of cognitive abilities in shaping linguistic and affective aspects of language learning, and emphasize the critical role of linguistic proficiency and positive affective states in enhancing English speaking proficiency among Grade 9 students. Recommendations include implementing targeted pronunciation instruction, increasing language exposure opportunities, and integrating social-emotional learning programs to foster a supportive environment conducive to language learning and proficiency development.