A sizable body of anxiety research has consistently reported that various classroom activities invoke higher levels of foreign language speaking anxiety (e.g. Horwitz, 2016; Zhang, 2010; Milan, 2019). In this reference, some studies have highlighted the need to investigate classroom activities that could alleviate students speaking-anxiety (SA) and promote their speaking skills (e.g. Aydin, 2016; Kojima, 2007). However, a far less attention has been paid to this important topic. The present study aims to fill this research gap by exploring the perceptions of Pakistani EFL university students about the kinds of classroom activities that could help alleviate their SA. The sample for the questionnaire comprised of 170 students while 20 students were interviewed. The quantitative data were analysed through SPSS while exploratory content analysis procedure was employed to analyse the qualitative data. Results of this study highlight various classroom activities that may relieve students of SA namely, advance preparation, practice speaking, adequate wait-time, the use of Urdu, participation is voluntary, incorporation of interesting speaking activities, incorporation of activities that involve little exposure, and group work. Finally, pedagogical implications and recommendations for further studies are offered.
Key words: speaking-anxiety (SA), English Language, classroom activities
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