Exploring The Significance of Using Social and Affective Learning Strategies in Coping with English as foreign language Learners’ Speaking Anxiety: The Case of Undergraduate Learners of English at Biskra University

Abstract

The social and mental well-being of the learners is crucial to have a stable state of learning, and it has become a subject of interest in many aspects for its influence on the learning process. One of these aspects is foreign language speaking anxiety, specifically in relation to the productive skills of speaking and writing. Foreign language speaking anxiety is deemed a major phenomenon that obstacles the learner’s oral performance. Therefore, this study aims to show that speaking anxiety can be manifested in several ways. It also aims to explore the use of social and affective learning strategies in coping with EFL undergraduate learners at Biskra University and to shed light on the teachers’ strategies that could be helpful for this issue. Subsequently, the researcher opted for a qualitative study through triangulation, in which data were collected from classroom observation, focus group discussion, and semi-structured interviews. Consequently, the three data collection tools have revealed that speaking anxiety can be manifested in several facets that can be considered as indicators such as the sources of speaking anxiety, kinds of fear, excessive worry, avoidance of speaking, lack of concentration and interest, physical symptoms; mainly, a rapid heartbeat and weakness. Also, the findings revealed that social affective strategies are significant for undergraduate learners to overcome their speaking anxiety, along with other coping strategies that have a relation with the teacher’s role. Thus, this study suggests the implication of these strategies such as raising awareness of their importance in oral classes with EFL undergraduate students.