Addressing language anxiety in the EFL classroom: affective strategies for oral expression

Abstract

This Teaching Innovation Project explores the impact of language anxiety on Year 9 students (3º ESO) in a public secondary school and proposes affective and inclusive strategies to enhance oral communication in English. Recognising the diversity of students in terms of language, emotional well-being, and academic background, the project works to establish a classroom atmosphere where they can express themselves openly and confidently. Through the use of active methodologies—such as role play, mindfulness, creative production, and collaborative learning—the unit fosters a gradual increase in speaking confidence and student engagement. Materials are adapted to support all learners, including those with learning difficulties, unaccompanied migrant minors, and high-ability students, ensuring that diversity is not only accommodated but celebrated. Evaluation is formative and holistic, prioritising self-reflection, peer feedback and teacher observation over traditional tests. The activities are designed to reduce anxiety while supporting communicative competence in authentic, emotionally resonant contexts. By promoting inclusive participation and emotional well-being, the project aligns with key objectives of the 2030 Agenda, especially SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being). Expected outcomes include improved oral fluency, stronger classroom relationships, and a more positive attitude toward language learning. Long-term goals consist of honing their oral fluency, cultivating better classroom rapport, and fostering a sense of positivity regarding the language learning endeavor. The aim is for learners to draw not only on the English they have as a resource, but also on the language for interaction, for personal expression, and for taking care of themselves.