The effect of oral communication strategies instruction on EFL learners’ anxiety during oral sessions

Abstract

This research aims specifically to examine the effect of communication strategies instruction on third year LMD students’ speaking anxiety. To this effect, a quasi-experimental research design, with a hybrid methodology of qualitative and quantitative one was adopted. A triangulation methodology was adopted in which three data collection instruments were used namely, the questionnaire consisting of a preliminary questionnaire, and FLCAS (foreign language classroom anxiety); the students’ speaking learning log delivered for the experimental participants at the end of each session, and the students’ focus group interview