The Impact of Foreign Language Anxiety on Speaking Performance in Legal English Classrooms

This article investigates the impact of foreign language anxiety on speaking performance among law students in Legal English classrooms. Grounded in established theoretical frameworks of second language acquisition and educational psychology, the study explores how anxiety infl uences oral fl uency, participation, and the ability to articulate legal reasoning. A qualitative classroom-based study was conducted with undergraduate law students to identify key anxiety-related factors and their manifestation during speaking tasks such as case discussions, debates, and role-plays. The fi ndings indicate that foreign language anxiety signifi cantly constrains students’ communicative performance, particularly in cognitively demanding legal contexts. Additionally, the implementation of pedagogical scaffolding and collaborative learning strategies contributes to anxiety reduction and improved speaking outcomes. The study offers practical implications for English for Specifi c Purposes (ESP), particularly in Legal English pedagogy.

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