VietTESOL International Convention 2026

This action research explores the effectiveness of anxiety-reducing strategies in improving EFL students’ English speaking performance in upper-secondary classrooms. The study was conducted in response to the common problem of speaking anxiety, which often limits students’ confidence, classroom participation and willingness to communicate in English lessons. The research followed a cyclical process of planning, implementing, observing and reflecting over one academic semester.
Three interventions were implemented, including Think-Pair-Share activities, Digital speaking tasks using Padlet and Mistake-friendly feedback strategies. Data were collected through classroom observation, speaking performance assessment and pre- and post-intervention questionnaires. The findings indicate that students became more confident and actively engaged in speaking activities after the interventions. Many students showed increased willingness to volunteer answers, participate in discussions and produce longer and more coherent spoken responses. The study also highlights the importance of supportive classroom interaction, preparation opportunities and low-pressure speaking environments in reducing learners’ anxiety.
The presentation discusses practical strategies which can help teachers create more communicative and psychologically supportive EFL classrooms. It also demonstrates how action research can be used as an effective tool for improving speaking instruction in real teaching contexts.