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）学习者普遍面临的难题，常会阻碍其口语交际能力与整体语言发展。本研究旨在探究课堂场景下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，通过课堂观察与针对30名初级水平EFL学习者的问卷调查收集数据。研究识别出若干可显著降低焦虑水平的核心策略，包括结对练习、角色扮演、正向反馈以及支持性的师生互动。研究结果表明，落实上述策略可提升学生的学习自信心、课堂参与度与口语表现。本研究可为致力于在EFL课堂中构建更具支持性、无焦虑感学习环境的教师提供实践参考。