The Effects of Communicative Tasks on Thai Grade 5 EFL Students’ English-Speaking Anxiety, Speaking Skills, and Perceptions

Chonnikant Wianwiset; Siriapa Wonglakhon; Kiaettisak Rueangwong; Khanin Kiinthi; Phikunkaew Sriseang; Atthasit Ketkumbonk; Issariyapond Woragittanont

Authors

Chonnikant Wianwiset Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Siriapa Wonglakhon Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Kiaettisak Rueangwong Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Khanin Kiinthi Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Phikunkaew Sriseang Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Atthasit Ketkumbonk Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
Issariyapond Woragittanont Faculty of Education, Sakon Nakhon Rajabhat University, Thailand

Keywords:

communicative tasks, speaking anxiety, EFL students, task-based learning, speaking development

Abstract

English speaking anxiety is a common challenge among Thai EFL students and can negatively affect their willingness to communicate and speaking skills in the classroom. This classroom action study investigated the use of communicative tasks to reduce English-speaking anxiety, to develop English-speaking skills, and to explore perceptions among Grade 5 EFL students. The participants were 28 Grade 5 students selected by purposive sampling and five students for the interview session from a public school in the Sakon Nakhon educational service area in the academic year of 2025. Data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, semi-structured interviews, classroom observations, and pre- and post-tests of speaking. Data were analyzed using descriptive and inferential statistics and thematic analysis. The findings revealed that students’ overall anxiety levels significantly decreased from 75.89 to 70.82 (t = 2.31, p = .029). At the same time, there was a statistically significant improvement in students’ speaking skills, with mean scores increasing from 10.29 in the pre-test to 12.46 in the post-test (t = 6.04, p < .001). These results indicated that communicative tasks had a positive effect on both students’ speaking skills and their anxiety levels. Moreover, four themes emerged from the qualitative data. The most prominent themes included the reduction of speaking anxiety and greater acceptance of making mistakes, indicating that participants perceived communicative tasks as effective in alleviating foreign language speaking anxiety (FLSA). However, some lower-proficiency students continued to experience anxiety, suggesting that the effectiveness of communicative tasks may vary in accordance with students’ language proficiency levels.

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