Strategies for Reducing Speaking Anxiety in Saudi EFL Classrooms: Teachers’ Perspectives

Abstract

This study explores the strategies that teachers use to reduce students’ speaking anxiety in Saudi EFL classrooms from teachers’ perspectives. Speaking anxiety remains a persistent challenge among EFL learners, negatively affecting their participation and language development. While previous research has focused mainly on students’ perspectives and experiences, limited attention has been given to teachers’ strategies in the Saudi context.

A qualitative approach was employed using semi-structured interviews with eight female EFL teachers from a university in Jeddah. The data were analyzed thematically. The findings identified several strategies teachers used to reduce speaking anxiety, such as creating a safe and supportive classroom environment and encouraging classroom participation. In addition, the study found that teachers adapt tasks and strategies to students’ needs.

Overall, the study highlights the important role of teachers in reducing speaking anxiety and emphasizes the necessity for flexible, supportive, and interactive teaching practices that encourage student participation in EFL classrooms. The study demonstrates that anxiety reduction depends not on individual strategies, but on how teachers combine and adapt them within classroom contexts.