Reducing speaking anxiety in efl classrooms: An explanatory mixed-methods study

Abstract

This study outlines the impact of a process enriched with mini-speeches, pre-sentations, and scaffolded feedback on EFL learners’ foreign language speaking anxiety. The participants included 52 university freshman students and the data were collected during an oral 14-week communication course. For quantitative data, the foreign language speaking anxiety scale (FLSAS) was administered as pre and post tests and the qualitative data included reflection reports and a focus group interview at the end of the semester. The data derived from the scale were analyzed through a paired-sample t-test and the qualitative data were analyzed using a content analysis scheme. The findings revealed a significant impact of the aforementioned activities, leading to around thirty percent reduction in participants’ EFL speaking anxiety. Highlighting the effectiveness of feedback sessions, the participants suggested that the major gains of this process were a) increased self-confidence, b) increased opportunities to speak, and c) learning from their own mistakes, all of which helped them become less anxious learners. In line with these findings, the study offers several suggestions for both practitioners and research purposes.