REDUCING ENGLISH SPEAKING ANXIETY AMONG LOWER SECONDARY SCHOOL STUDENTS: A REVIEW AND A PROPOSED SAFE PEDAGOGICAL FRAMEWOR

Abstract

 Speaking is a central component of English communicative competence, yet many lower secondary school students avoid speaking or participate only minimally because of anxiety. Although foreign language anxiety has been widely investigated, research focusing specifically on lower secondary learners remains limited, while pedagogical interventions for reducing speaking anxiety are often fragmented. This article reviews the nature, manifestations, sources, and pedagogical responses to English speaking anxiety and proposes the SAFE pedagogical framework to reduce speaking anxiety and enhance students’ willingness to communicate. Drawing on a theoretical review, literature synthesis, thematic analysis, and conceptual synthesis, the framework comprises four interrelated components: Safe speaking climate, Assisted preparation, Feedback without threat, and Exposure by stages. Together, these components address the social, cognitive, evaluative, and task-related conditions associated with speaking anxiety. The SAFE framework is proposed as a practical and conceptual reference for teachers and schools and as a basis for future empirical research. As the framework is theoretically grounded rather than empirically validated, further validation through expert review and classroom-based studies is required.