A Research on Coping Strategies for Speaking Anxiety of Junior High School Students
DOI:
https://doi.org/10.54097/7b64yw49Keywords:
English Speaking Anxiety, Affective Filter Hypothesis, Humanistic Psychology, Coping StrategiesAbstract
English speaking anxiety is prevalent among students during English classes. In many provinces, English speaking tests have been incorporated into the high school entrance examination, further emphasizing the importance of oral English proficiency. Currently, there is relatively limited research on English speaking anxiety among junior high school students, with most studies focusing on university students. Therefore, it is necessary to investigate the causes of English speaking anxiety and identify strategies to alleviate it among students. Through literature review, the study identifies key factors contributing to students’ English speaking anxiety, including fear of negative evaluation, low self-confidence, a non-supportive classroom atmosphere, etc. The paper also proposes a series of coping strategies for teachers and students based on Krashen’s Affective Filter Hypothesis and the principles of Humanistic Psychology. For teachers, suggestions focus on creating a supportive and low-anxiety classroom environment, designing gradual speaking activities, and fostering collaborative learning. For students, recommendations emphasize self-awareness, consistent practice by using multimedia resources, and positive engagement in challenging speaking opportunities. The study aims to provide teachers and students with practical measures to mitigate speaking anxiety, thereby enhancing the overall efficacy of oral English instruction and learning at the junior high school level.
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