PROJECT-BASED LEARNING AND SPEAKING ANXIETY IN ADOLESCENT EFL LEARNERS
Abstract
Speaking anxiety represents one of the most significant barriers to oral communication development among adolescent English as a Foreign Language (EFL) learners. This article examines the mechanisms through which project-based learning (PBL) reduces speaking anxiety among grades 6--7 students. Research findings indicate that PBL enhances learners' speaking confidence and reduces anxiety through collaborative project work, authentic communicative purposes, and graduated rehearsal. The supportive role of teacher facilitation and anxiety-reducing classroom environment characteristics are also discussed.
Keywords
Speaking anxiety, project-based learning, adolescent EFL learners, speaking confidence, collaboration, teacher facilitation
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