Published June 5, 2026
| Version v1
Journal article
Open
PROJECT-BASED LEARNING AND SPEAKING ANXIETY IN ADOLESCENT EFL LEARNERS
Authors/Creators
- 1. Academic Supervisor
- 2. Master's student, Chirchik State Pedagogical University
Description
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.
Files
58-60.pdf
Files
(172.3 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:8ecfd6fe72e629d03c35260f71de272d
|
172.3 kB | Preview Download |
Additional details
References
- 1.Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77--101.
- 2.Halim, A., et al. (2023). Project-based learning and speaking confidence in elementary EFL classrooms. Indonesian Journal of Applied Linguistics, 13(1), 156--168.
- 3.Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125--132.
- 4.MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283--305.
- 5.Stoller, F. L. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education (pp. 19--40). Information Age Publishing.