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

This research article investigates the pedagogical efficacy of Communicative Grammar Practice (CGP) in mitigating Foreign Language Speaking Anxiety (FLSA) among 10th and 11th-grade students. In the transitional stage of senior high school, learners frequently experience "linguistic paralysis" due to an overemphasis on formal accuracy, which hinders spontaneous communication. The study examines how shifting from traditional, rule-based instruction to task-oriented communicative grammar activities creates a "low-affective filter" environment. Furthermore, the paper explores the integration of Artificial Intelligence (AI) tools as non-judgmental "virtual interlocutors," providing students with a safe, stress-free platform for real-time grammatical experimentation. The findings demonstrate that by prioritizing meaningful interaction over mechanical drills, students’ self-efficacy is enhanced, leading to a significant reduction in speaking anxiety and a simultaneous improvement in both oral fluency and structural precision. The results offer practical implications for EFL educators to foster a more inclusive and confident classroom dynamic through digital scaffolding and communicative methodology.