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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WU Si-man, LI Ju-yuan
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DOI:10.17265/2328-2177/2026.04.002
Guangdong Baiyun University, Guangzhou, China
Speaking anxiety is a key affective factor hindering junior high school students’ oral English development. To address this issue and fill the research gap that existing studies mainly focus on college and senior high school students, this study explores the alleviating effect of multimodal oral English teaching on junior high school students’ speaking anxiety. A one-semester empirical study was conducted with 52 eighth-grade students, using a combination of quantitative and qualitative methods, including questionnaires, semi-structured interviews, and classroom observations. The results show that multimodal oral English teaching effectively reduces students’ overall speaking anxiety, significantly alleviates communication apprehension and fear of negative evaluation, but has no significant impact on test anxiety. In addition, students gradually develop positive attitudes toward this teaching approach and their classroom participation increases significantly. This study provides empirical evidence for applying multimodal teaching in junior high school oral English classes and offers practical guidance for alleviating students’ speaking anxiety.
multimodal oral English teaching, junior high school students, speaking anxiety, communication apprehension
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