Managing Speaking Anxiety and Enhancing Speaking Skills Through a Supportive Classroom Environment

Abstract

This study investigates how a supportive classroom environment can mitigate speaking anxiety and improve speaking performance among EFL learners. Using a qualitative case study approach, data were collected through observations, interviews, and reflective journals involving the participants specifically, tenth-grade students and the teacher who taught their classes. The findings highlight the crucial role of teacher-student interaction, particularly in the form of emotional support, constructive feedback, and positive reinforcement, in fostering a psychologically safe space for learners. Peer collaboration and encouragement also significantly contributed to reducing fear of negative evaluation and enhancing speaking confidence. Moreover, emotionally supportive classrooms characterised by patience, tolerance of mistakes, and engaging activities were found to encourage active participation and linguistic risk-taking. The study concludes that addressing both emotional and cognitive dimensions of language learning is essential for promoting effective communication. These insights provide practical implications for EFL educators seeking to create inclusive, low-anxiety environments that foster learners’ oral proficiency and emotional well-being.