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This study aims to identify, based on students' and teachers' perspectives, the sources of anxiety that occur during oral expression activities in Turkish lessons, as well as the strategies used to reduce this anxiety. The study group includes 18 students attending a public middle school during the 2025–2026 academic year and 14 Turkish language teachers working in four different middle schools. The research employed a case study design, which is a qualitative research method. Data were collected through a semi-structured interview form and analyzed using content analysis. According to students, the primary sources of oral expression anxiety are public speaking, unexpected questions, fear of making mistakes, using the smartboard, and peer reactions. Lack of self-confidence, being unprepared, teacher attitude, and classroom atmosphere are significant factors that heighten anxiety. To alleviate anxiety, students use strategies such as rehearsing, note-taking, breathing exercises, peer support, and focusing techniques. Teachers view anxiety as multidimensional, with public speaking being the most common. Factors like lack of self-confidence, preparation level, peer pressure, and classroom climate influence anxiety levels. Teachers highlight that one-on-one support, reassuring communication, confidence-building activities, gradual presentation opportunities, and a positive classroom environment effectively reduce anxiety.
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