ABSTRACT

This study investigates the effect of the Production-Oriented Approach (POA) on reducing Foreign Language Speaking Anxiety (FLSA) and improving speaking performance among Chinese EFL learners. Employing a quasi-experimental design, the research compares an experimental group, which underwent POA-based instruction, and a control group that followed a traditional approach. Participants were non-English major college students, and data were collected through pre- and post-tests using the Foreign Language Speaking Anxiety Scale and speaking performance tests. The study also included interviews to explore learners’ attitudes towards POA and its influence on their speaking anxiety. The results showed a significant reduction in FLSA among the experimental group, particularly in the dimensions of communication apprehension, fear of negative evaluation, and test anxiety. Students exposed to POA also demonstrated marked improvements in speaking performance, with notable gains in vocabulary usage, discourse structure, and content organization. Qualitative findings revealed that learners generally held positive attitudes toward POA, emphasizing increased confidence and active participation in speaking tasks. Nevertheless, challenges were identified, including task-related difficulties and residual anxiety in specific evaluative contexts, such as formal oral assessments and tasks requiring spontaneous language production. The study concludes that POA is an effective pedagogical intervention for alleviating FLSA and promoting speaking proficiency in EFL contexts. By addressing both linguistic and psychological barriers, this research contributes to the growing body of literature on anxiety-reducing instructional strategies and offers practical implications for enhancing foreign language pedagogy.

Keywords: Foreign language speaking anxiety, production-oriented approach, task-based learning, EFL speaking performances
https://doi.org/10.57180/yvtl33527