Use of the Communicative Approach to reduce speaking anxiety in first Baccalaureate students A2 Level

Uso del Enfoque Comunicativo para reducir la ansiedad al hablar en estudiantes de bachillerato del Nivel A2.

Resumen

The objective of this research was to analyze the incidence of the Communicative Approach in the reduction of anxiety when speaking English and in the strengthening of oral expression in students of A2 level of the baccalaureate. This study was carried out according to the mixed approach, combining quantitative and qualitative methods. The quantitative phase was established by applying a survey adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) to 33 students, while the qualitative phase contained semi-structured interviews with four teachers in the English area, which allowed a triangulation of findings. The quantitative results reflected a moderate application of the Communicative Approach, with significant combinations between collaborative interaction, peer support and improved oral fluency and accuracy. However, the reduction in cognitive, physiological and avoidance anxiety was not significant, suggesting that communicative anxiety is a complex phenomenon that does not automatically decrease with the implementation of communicative activities alone. The qualitative results confirmed that the creation of a safe environment, positive feedback and collaborative work are key factors to favor oral participation. It is concluded that the Communicative Approach is effective in raising oral performance in English; however, its impact on anxiety requires complementary socio-emotional strategies and a systematic and conscious pedagogical application.