Controversy as classroom catalyst: The effect of structured academic controversy on foreign language speaking anxiety

Abstract

This research examines the effect of Structured Academic Controversy (SAC) on alleviating foreign language speaking anxiety among Iranian female intermediate to upper-intermediate EFL learners. In this study, a pretest-posttest experimental design was employed, which was implemented over three months. The participants were split into control and experiment groups. The experimental group performed SAC tasks via structured debates on controversial issues, while the control group performed traditional speaking practices. Data were collected using a standardized questionnaire regarding speaking anxiety, which was administered during the pre- and post-experiment phases. The results revealed that the SAC participants had significantly lower speaking anxiety and greater speaking confidence than the control group. The findings support the notion that SAC creates a safe and cooperative atmosphere that reduces anxiety, promotes engagement, and develops speaking ability. Furthermore, this study adds to the emerging research on innovative methods in language teaching practice and the notion that SAC not only enhances linguistic ability but also emotional autonomy and agency. The results have practical implications for teachers who are searching for an effective way to reduce communication apprehension of their foreign language learners in pursuit of more confident and competent speakers.