Oral Anxiety in the EFL Classroom: A Values-Based Perspective

Abstract

This essay aims to analyze speaking anxiety in English as a Foreign Language (EFL) learning from a values-based perspective. It is based on a critical documentary analysis, addressing the multidimensional nature of anxiety in relation to linguistic, cognitive, emotional, and sociocultural factors. The findings indicate that speaking anxiety represents a significant barrier to participation and the development of communicative competence, particularly in contexts such as Venezuela. It is also concluded that the socio-affective classroom climate and the promotion of values such as empathy, respect, and acceptance directly influence students’ willingness to communicate. Therefore, the integration of values-based education is proposed as a pedagogical strategy to foster safer and more participatory learning environments.