Gender-based interaction and English speaking anxiety: A mixed-methods study of polytechnic students’ expectations of lecturer support https://doi.org/10.35719/an-nisa.v19i1.388 Authors Annisa Romadloni Politeknik Negeri Cilacap, Central Java, Indonesia Laura Sari Politeknik Negeri Cilacap, Central Java, Indonesia Linda Perdana Wanti Politeknik Negeri Cilacap, Central Java, Indonesia Abdul Karim Hallym University, Chuncheon, Gangwon, South Korea Speaking Anxiety, English as a Foreign Language (EFL), Gender-Based Interaction, Lecturer Support, Polytechnic Education Abstract How to Cite Metrics References Similar Articles English-speaking anxiety may limit participation in English as a Foreign Language (EFL) classes, yet evidence combining sex-based differences, cross-gender speaking experiences, and lecturer support expectations in Indonesian polytechnics remains limited. This study examined anxiety differences between male and female students, associations with group composition preferences and cross-gender discomfort, and reported sources of anxiety and support needs. Using a convergent mixed-methods design, 101 students at one Indonesian polytechnic completed an online questionnaire adapted from the Foreign Language Classroom Anxiety Scale, along with open-ended questions. Quantitative data were analyzed using Welch’s t-test, chi-square test, and Pearson correlation, while qualitative responses were analyzed thematically and integrated through a joint display. Female students reported higher mean anxiety than male students (3.10 vs. 2.79; p = 0.047; Hedges’ g = 0.40). Sex was not significantly associated with group composition preferences (p = 0.452), whereas cross-gender speaking discomfort correlated moderately with the remaining ten anxiety items (r = 0.535; p < 0.001). Linguistic difficulties were the most frequently reported anxiety source in both groups; female students more often mentioned fear of mistakes, ridicule, and negative evaluation. Students expected vocabulary support, preparation time, constructive feedback, supportive classrooms, and gradual participation. These findings distinguish sex differences, group preferences, and cross-gender discomfort without assuming a shared mechanism. Such responses highlight the value of addressing linguistic and social-evaluative concerns without stereotyping students. Polytechnic programs could incorporate flexible grouping and individualized speaking support into lecturer development policies, although the effectiveness of these approaches requires evaluation. Romadloni, A., Sari, L., Wanti, L. P., & Karim, A. (2026). Gender-based interaction and English speaking anxiety: A mixed-methods study of polytechnic students’ expectations of lecturer support. 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TESOL Journal, 15, Article e843. https://doi.org/10.1002/tesj.843 Downloads Full Text (English) 2026-06-28 Vol. 19 No. 1 (2026): An-Nisa' Journal of Gender Studies Section Articles Copyright (c) 2026 Annisa Romadloni, Laura Sari, Linda Perdana Wanti, Abdul Karim This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. How to Cite Romadloni, A., Sari, L., Wanti, L. P., & Karim, A. (2026). Gender-based interaction and English speaking anxiety: A mixed-methods study of polytechnic students’ expectations of lecturer support. An-Nisa’ Journal of Gender Studies, 19(1), 33-48. https://doi.org/10.35719/an-nisa.v19i1.388 More Citation Formats ACM ACS APA ABNT Chicago Harvard IEEE MLA Turabian Vancouver AMA Download Citation Endnote/Zotero/Mendeley (RIS) BibTeX
