What Makes Students Feel Safe to Speak? A Thematic Analysis in EFL Classrooms

Abstract

Psychological safety has become an important issue in English as a Foreign Language (EFL) classrooms because students often experience anxiety, fear of making mistakes, and lack of confidence during speaking activities. This study aimed to explore the factors that make students feel psychologically safe to speak English in EFL classrooms. The research employed a qualitative descriptive approach using thematic analysis. The participants consisted of 20 fourth-semester students enrolled in the Pedagogy of Speaking course in the English Education Study Program. Data were collected through open-ended questionnaires distributed via Google Form. The collected data were analyzed using Braun and Clarke’s thematic analysis procedures. The findings revealed four major themes influencing students’ psychological safety in speaking classrooms. First, supportive lecturer behavior played a significant role in increasing students’ confidence and comfort during speaking activities. Encouragement, constructive feedback, and non-intimidating communication helped students feel emotionally secure. Second, fear of negative evaluation reduced students’ willingness to speak, particularly during public speaking activities and direct correction situations. Third, positive peer support encouraged students to participate more actively because respectful classmates created a more comfortable learning environment. Finally, a relaxed, interactive, and non-judgemental classroom atmosphere supported students’ participation and reduced speaking anxiety. The findings indicate that psychological safety is strongly influenced by emotional, interpersonal, and classroom environmental factors. Students are more willing to communicate when they feel respected, supported, and free from fear of humiliation or excessive judgment. Therefore, lecturers should create supportive and communication-focused classroom environments to encourage students’ speaking participation and confidence. This study contributes to the discussion of psychological safety in Indonesian EFL higher education contexts and provides practical insights for creating more inclusive and emotionally supportive speaking classrooms.