International Journal of Science, Engineering and TechnologyAuthors: Kalpana S. Singh, Assistant Professor
Abstract: This conceptual paper explores the complex relationship between classroom anxiety and communicative interaction in English as a Second Language (ESL) learning, focusing on Indian urban undergraduate contexts. It examines how psychological factors such as communication apprehension, fear of negative evaluation, and self-perceived linguistic inadequacy influence learners’ willingness to participate in classroom discourse. Drawing on theoretical frameworks like Krashen’s Affective Filter Hypothesis and MacIntyre and Gardner’s socio-educational model, the paper argues that anxiety acts as a significant barrier to communicative competence and learner engagement. It also emphasizes pedagogical strategies that can reduce anxiety, including supportive classroom environments, collaborative tasks, and positive feedback mechanisms. The discussion highlights the importance of teacher empathy, learner-centered pedagogy, and culturally responsive communication in mitigating affective barriers to language learning. The study concludes that addressing both psychological and pedagogical aspects of anxiety can significantly enhance communicative competence and learner confidence in ESL classrooms, particularly in multilingual Indian contexts where English functions as a language of aspiration and opportunity.
