BUILDING CONFIDENCE IN ESL LEARNERS WHO FEAR SPEAKING
DOI:
https://doi.org/10.55640/Keywords:
Foreign Language Speaking Anxiety (FLSA), ESL Speaking Confidence, Affective Filter Hypothesis, Language Learning Anxiety, Teacher's Role in ESL, Communicative Competence, Classroom StrategiesAbstract
Foreign Language Speaking Anxiety (FLSA) is a significant barrier for ESL learners, often creating a debilitating cycle where anxiety inhibits the oral practice essential for fluency. This article explores the multifaceted psychological, cultural, and linguistic roots of FLSA, arguing that learner confidence is the foundational prerequisite for communicative competence, not its byproduct. Grounded in theories like Krashen's Affective Filter Hypothesis, it asserts the teacher's pivotal role in transforming anxiety into empowerment. The article concludes by proposing a practical framework of empathy-driven strategies—from low-stakes activities to constructive feedback—designed to build a supportive classroom environment where students feel safe to find their voice.
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