The "Digital Spotlight" Vs. The Physical Podium: A Comparative Analysis Of Foreign Language Speaking Anxiety (Flsa) In Virtual And Traditional Classrooms

Abstract

Abstract One of the greatest barriers to oral performance in English as a Foreign Language (EFL) situations is still Foreign Language Speaking Anxiety (FLSA). The medium of delivery, however, has emerged as a new variable due to the quick institutionalization of virtual and hybrid learning environments by 2026. The actual classroom and the virtual (video-conferencing) environment are two different teaching contexts in which this study examines the manifestation of FLSA. This study uses the Foreign Language Classroom Anxiety Scale (FLCAS) to measure self-reported anxiety levels and physiological stress markers in a cohort of 120 university-level EFL students using a mixed-methods approach. According to quantitative findings, virtual settings increase the "digital spotlight effect," in which students feel more pressured because of the continuous exposure of their own video stream and the perceived intensity of peer attention, even if they decrease social presence. On the other hand, physical classrooms cause anxiety that stems from impromptu turn-taking and close closeness. In order to close the "willingness to communicate" (WTC) gap, the study suggests that virtual speaking fear is a unique psychological construct that calls for certain pedagogical interventions, such as "cameraoff" brainstorming phases and asynchronous oral pre-tasks