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Vol. 13 No. 03 (2026)
Volume 13 Issue 03

Articles

REDUCING FOREIGN LANGUAGE SPEAKING ANXIETY THROUGH COMMUNICATIVE GRAMMAR PRACTICE IN GRADES 10–11

Published 2026-03-31

  • Nurmamatova Nodira Nuraliyevna,N.X. Kushiyeva

Nurmamatova Nodira Nuraliyevna,N.X. Kushiyeva
MA student of UzSWLU,Doctor of Science (DSc) Head of the Department, Docent

Abstract

 This research article investigates the pedagogical efficacy of Communicative Grammar Practice (CGP) in mitigating Foreign Language Speaking Anxiety (FLSA) among 10th and 11th-grade students. In the transitional stage of senior high school, learners frequently experience "linguistic paralysis" due to an overemphasis on formal accuracy, which hinders spontaneous communication. The study examines how shifting from traditional, rule-based instruction to task-oriented communicative grammar activities creates a "low-affective filter" environment. Furthermore, the paper explores the integration of Artificial Intelligence (AI) tools as non-judgmental "virtual interlocutors," providing students with a safe, stress-free platform for real-time grammatical experimentation. The findings demonstrate that by prioritizing meaningful interaction over mechanical drills, students’ self-efficacy is enhanced, leading to a significant reduction in speaking anxiety and a simultaneous improvement in both oral fluency and structural precision. The results offer practical implications for EFL educators to foster a more inclusive and confident classroom dynamic through digital scaffolding and communicative methodology.

Keywords

Foreign Language Speaking Anxiety (FLSA), Communicative Grammar Practice (CGP), 10th–11th Grade Learners, ESL/EFL Methodology, Affective Filter, Task-Based Language Teaching (TBLT), AI-Enhanced Language Learning, Linguistic Self-Efficacy, Oral Fluency, Digital Scaffolding.

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