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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Georgia', serif;">This study examines the influence of teachers&rsquo; behaviors on students&rsquo; foreign language speaking anxiety (FLSA) in Turkish middle school classrooms. Conducted with 55 students and two non-native English teachers over 14 weeks, the research included classroom observations, semi-structured interviews, and a foreign language anxiety scale. The findings reveal that teachers' behaviors have a moderately significant impact on students' anxiety levels, with positive behaviors reducing FLSA and negative behaviors exacerbating it. The results highlight discrepancies between teachers&rsquo; self-perceptions and their observed classroom practices, underscoring the need for greater teacher awareness of their impact on students&rsquo; learning experiences. This research contributes to the literature on FLSA by focusing on young learners in a Turkish context, emphasizing the importance of teacher attitudes and strategies in mitigating anxiety and fostering effective oral communication. The research took place in a Turkish state school classroom with 55 students and two non-native English language teachers over a period of 14 weeks. The findings concluded that teachers&rsquo; behaviours have an important impact, albeit small, on students' speaking anxiety levels, where positive behaviours decrease FLSA, while negative behaviours increase it. The outcomes also highlight a mismatch between teachers' self-perception and their classroom experiences.</span></p>

ltf.2025.12.02.pdf

Original Research 

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The Influence of Teachers’ Behaviour on Learners’ Foreign Language Speaking Anxiety