TEACHERS’ STRATEGIES IN HANDLING STUDENTS' ANXIETY IN ENGLISH SPEAKING CLASS

Rimtahi Marbun; Elan Nurroctavia  Purba; Calvyn Siregar; Dumaris E Silalahi

doi:10.32682/jeell.v13i1.112

Authors

Rimtahi Marbun Students Author
Elan Nurroctavia Purba Students Author
Calvyn Siregar Students Author
Dr. Dumaris E Silalahi M.Pd Lecturer Author

DOI:

https://doi.org/10.32682/jeell.v13i1.112

Keywords:

speaking anxiety, EFL learners, teacher strategies, speaking skills, systematic literature review

Abstract

Speaking is a challenging skill for EFL students, with anxiety often hindering their participation and language development. This article explores teacher strategies for managing speaking anxiety in English-speaking classrooms. Using a systematic literature review (SLR) of studies published between 2015 and 2025, the research identifies key causes of anxiety, including fear of negative evaluation and lack of preparation. The review also examines the significant impact of anxiety on students' speaking performance, participation, and motivation. Effective strategies, such as creating a supportive classroom environment, providing constructive feedback, and offering ample practice opportunities, are discussed. The findings underscore the vital role of teachers in reducing anxiety and fostering an environment conducive to language learning.

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