THE IMPACT OF TEACHER FEEDBACK STYLES ON SPEAKING ANXIETY IN ESP CLASSROOMS
Keywords:
English for Specific Purposes, speaking anxiety, evaluative discourse, teacher feedback, professional face-threat, philology undergraduates, classroom interactionAbstract
Speaking anxiety is widely recognized as one of the most serious psychological
barriers affecting foreign language learners, particularly in English for Specific
Purposes (ESP) classrooms where communication skills are directly connected to
academic and professional development. Among philology undergraduates, teacher
evaluative discourse plays a critical role in shaping students’ emotional experiences,
communicative confidence, and classroom participation. The present study
investigates the impact of teacher feedback styles on speaking anxiety and explores
how evaluative discourse may either reduce or intensify professional face-threat
among ESP learners.
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