REDUCING FOREIGN LANGUAGE SPEAKING ANXIETY THROUGH COMMUNICATIVE GRAMMAR PRACTICE IN GRADES 10–11

The present research investigates the effectiveness of Communicative Grammar Practice (CGP) in reducing Foreign Language Speaking Anxiety (FLSA) among 10th–11th grade students. While traditional grammar instruction often emphasizes rule memorization and accuracy, it frequently leads to increased anxiety and limited speaking ability. This study focuses on how task-based communicative grammar activities can create a low-anxiety learning environment and enhance both fluency and grammatical accuracy. Additionally, the integration of Artificial Intelligence (AI) tools is explored as a form of digital scaffolding that provides students with a non-judgmental space for language practice. The findings demonstrate that communicative grammar combined with AI support significantly improves learners’ confidence, reduces fear of negative evaluation, and promotes more effective language use in real-life communication.