TEACHER EVALUATIVE DISCOURSE AND SPEAKING ANXIETY IN ENGLISH FOR SPECIFIC PURPOSES (ESP): AN EXPANDED EMPIRICAL STUDY ON MITIGATING PROFESSIONAL FACE-THREAT AMONG PHILOLOGY UNDERGRADUATES

Abstract

Speaking anxiety is widely recognized as a critical affective barrier in second language acquisition, particularly in English for Specific Purposes (ESP) contexts where communicative competence is directly linked to professional readiness. This study provides an in-depth empirical investigation into the relationship between teacher evaluative discourse and speaking anxiety among philology undergraduates. Grounded in socio-psychological and interactionist perspectives, the research explores how different evaluative practices influence students’ emotional responses, classroom participation, and perceptions of professional identity.