Implementing Role-Play Strategies to Reduce Foreign Language Anxiety in Oral Production Task in a Group of Tenth Graders at Institución Educativa Centro Formativo de Antioquia (CEFA)

Abstract

ABSTRACT: This paper describes the way role-play reduces foreign language anxiety in oral production tasks in a tenth-grade group of students at a public school in Medellin. Seeking to promote oral production in students and reduce oral anxiety, the research deals with a common problem in foreign language learning which is speaking in the classroom in the target language. Data were collected through a research journal, one survey about student’s context as well as another survey applied at the beginning and the end of the study regarding foreign language anxiety (FLA) in this group. The collection of data also included a teacher’s minterview and a focus group by the end of the study. Data were analyzed, categorized, and validated through triangulation. The results show improvement in oral production when implementing role-play strategies in the EFL classroom as well as the reduction of anxiety in students.