Teachers’ Strategies to Alleviate Speaking Anxiety and Foster Willingness to Communicate among EFL Secondary School Students

Abstract

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan secondary school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 secondary school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL secondary school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students’ EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.