Alleviating Classroom Anxiety: A Case Study on the Role of Teacher Competence in Oral Communication
DOI:
https://doi.org/10.48112/iijbs.v4i1.1250Abstract
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Classroom anxiety is a significant barrier to effective oral communication, particularly in language learning contexts. This qualitative case study investigates the role of teacher competence in managing student anxiety and promoting active participation in an intermediate-level English classroom. Data were collected through classroom observations, audio-video recordings of speaking tasks, and semi-structured interviews with both the teacher and students. Thematic analysis revealed that teacher awareness of student affect, scaffolded task design, empathetic feedback, and facilitation of peer collaboration significantly reduced anxiety and enhanced oral participation. While highly anxious students occasionally required additional support, the findings demonstrate that teacher competence functions as both a pedagogical and affective mediator, shaping students’ confidence, engagement, and willingness to communicate. The study provides practical insights for teacher training and classroom strategies aimed at fostering inclusive, supportive, and participatory learning environments.
Keywords:
Teacher competence, Classroom anxiety, Oral communication, Student participation, Case study, Emotional support, Language learningReferences
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