FOREIGN LANGUAGE ANXIETY AND SPEAKING PROFICIENCY AMONG PRE-SERVICE FRENCH TEACHERS OF SOUTH WESTERN COLLEGES OF EDUCATION

ABSTRACT This research investigates foreign language anxiety and speaking proficiency among pre- service French teachers in colleges of education across southwestern Nigeria. The study sampled 100 participants randomly selected from these institutions. A questionnaire served as the primary data collection instrument, and both descriptive and inferential statistical methods were employed for data analysis. The findings indicate that high levels of anxiety are associated with lower speaking proficiency among the participants. Factors contributing to this anxiety include fear of negative evaluation, lack of confidence, and limited exposure to authentic language environments. To address these issues, the study suggests implementing regular conversational practice sessions, peer support groups, and the integration of technology-enhanced learning tools, such as language-learning apps, to foster a more supportive learning environment. Additionally, the development of workshops on anxiety management techniques and the use of formative feedback could help reduce anxiety and improve speaking proficiency. These solutions aim to empower pre-service teachers with the skills and confidence necessary for effective language instruction in the classroom