A COMPREHENSIVE PSYCHOMETRIC ASSESSMENT OF SECOND LANGUAGE SPEAKING ANXIETY AMONG PASHTO-SPEAKING UNDERGRADUATE STUDENTS IN PAKISTAN: SCALE DEVELOPMENT, VALIDATION, AND IMPLICATION

Abstract

Background: Second Language Speaking Anxiety (SLSA) represents a significant psychological barrier in language acquisition that requires culturally sensitive assessment tools. Existing instruments, primarily developed in Western contexts, may not adequately capture the unique socio-cultural dynamics affecting Pashto-speaking learners in Pakistan's Khyber Pakhtunkhwa province.

Objective: This study aimed to: (1) systematically develop and validate a culturally adapted SLSA assessment instrument through integration of five established scales; (2) examine the psychometric properties and factor structure of SLSA in this specific population; (3) quantify the prevalence and patterns of anxiety sources, symptoms, and coping strategies; and (4) provide evidence-based recommendations for assessment and intervention.

Method: Using a cross-sectional survey design, data were collected from 200 Pashto-speaking undergraduate students (150 male, 50 female; M age = 21.3 years, SD = 1.8) at Shaheed Benazir Bhutto University. The research instrument was systematically developed through adaptation of five validated scales (FLCAS, PRPSA, SAS, FLSACS, and Kondo & Ying-Ling's coping strategies inventory), resulting in a 52-item questionnaire measuring three latent constructs: Sources (18 items), Symptoms (15 items), and Coping Strategies (19 items). Comprehensive psychometric evaluation included reliability analysis, confirmatory factor analysis (CFA), and descriptive statistics.

Results: The adapted instrument demonstrated excellent psychometric properties. Cronbach's alpha coefficients were .92 (full scale), .89 (Sources), .87 (Symptoms), and .91 (Coping Strategies). CFA supported the hypothesized three-factor structure with good model fit indices (χ²/df = 1.93, CFI = .91, TLI = .90, RMSEA = .068, SRMR = .059). Standardized factor loadings ranged from .48 to .82. The most prevalent sources were fear of making mistakes (65%), public speaking anxiety (63%), and fear of negative evaluation (62%). Dominant symptoms included palpitations/rapid heartbeat (71.5%), disorganized speech (70%), and voice vibration (69%). The most effective coping strategies identified were friendly error correction (74.5%), teacher encouragement (73.5%), and task familiarity (71%). Inter-construct correlations revealed significant relationships: Sources-Symptoms (r = .68, p < .001), Sources-Coping Strategies (r = -.42, p < .001), and Symptoms-Coping Strategies (r = -.38, p < .001).

Conclusion: The adapted instrument represents a psychometrically sound tool for assessing SLSA in Pashto-speaking populations. Results indicate that SLSA manifests as a multidimensional construct with strong interrelationships between cognitive antecedents, physiological-behavioral symptoms, and coping responses. The findings underscore the importance of culturally sensitive assessment and highlight specific anxiety factors that should be targeted in intervention programs for similar EFL contexts.