TEACHERS' STRATEGIES FOR REDUCING SPEAKING ANXIETY AMONG BEGINNER LEVEL EFL LEARNERS

Speaking anxiety is a common challenge faced by many English as a Foreign Language (EFL) learners around the world, often hindering their oral communication and overall language development. This study investigates effective teacher strategies to minimize speaking anxiety in classroom settings. While using a mixed-methods approach, data were collected through observations in the classroom, questionnaires involving 30 beginner level EFL learners. The study identifies key strategies such as pair work, role play, positive feedback, and supportive teacher-student interaction that contribute significantly to minimizing anxiety levels. Findings suggest that implementing these strategies improves students’ confidence, participation, and speaking performances. This research provides practical implications for teachers seeking to create a more supportive and anxiety-free learning environment in EFL classrooms.口语焦虑是全球范围内众多英语作为外语（English as a Foreign Language, EFL）学习者普遍面临的挑战，常对其口语交际能力与整体语言发展造成阻碍。本研究聚焦于探究课堂场景中可有效缓解口语焦虑的教师教学策略。研究采用混合研究方法，通过课堂观察与面向30名初级EFL学习者的问卷调查收集研究数据。研究识别出结对活动、角色扮演、正向反馈及支持性师生互动等可显著降低焦虑水平的关键教学策略。研究结果显示，应用此类策略能够提升学生的学习自信心、课堂参与度与口语表现水平。本研究可为有志于在EFL课堂构建更具支持性、无焦虑学习环境的教师提供实践借鉴。