ADDRESSING SPEAKING ANXIETY IN FOREIGN LANGUAGE LEARNING: EFFECTIVE METHODOLOGICAL STRATEGIES

Abstract

This article explores speaking anxiety in foreign language learning, specifically focusing on English, and examines effective methodological strategies to overcome it. Grounded in theoretical frameworks such as E. Horwitz’s Foreign Language Classroom Anxiety (FLCA) and S. Krashen’s Affective Filter Hypothesis, the paper analyzes the primary causes of speaking anxiety, including the fear of negative evaluation, immediate error correction, and lack of wait time. Furthermore, it outlines practical pedagogical techniques—such as Think-Pair-Share, role-plays, delayed feedback, and scaffolding—aimed at creating a low-anxiety, supportive learning environment. The findings provide language educators with actionable insights to enhance classroom communication and foster speaking fluency among language learners