성인학습자의 말하기 불안 완화 교수전략 연구

Teaching Strategies to Reduce Speaking Anxiety in Adult Learners

This study explores speaking anxiety among adult learners enrolled in higher education, especially within the framework of lifelong learning institutions such as LiFE (Lifelong education at universities for the Future of Education) colleges. As more adults reenter academia through lifelong education programs, it has become essential to examine the emotional and psychological barriers that inhibit participation, particularly in speaking-centered courses. The purpose of this study is to identify the structural characteristics and psychosocial causes of speaking anxiety among adult learners and to propose effective instructional strategies and classroom design methods that support anxiety reduction and learner engagement. The research adopts a qualitative and theory-based approach, reviewing recent case studies and analyzing learner experiences, classroom interactions, and instructor practices. Findings show that speaking anxiety among adult learners is not merely related to linguistic competence but is shaped by prior learning trauma, identity-related insecurities, social comparison, and fear of judgment. Key pedagogical strategies include providing choice in participation, using emotionally sensitive feedback, sequencing speaking tasks from low to high stakes, and encouraging autobiographical narratives over correctness. The study highlights the need for emotionally safe, adult-friendly learning environments where participation is framed as exploration rather than evaluation. These insights offer valuable implications for instructors, curriculum designers, and lifelong learning policymakers seeking to foster inclusive and psychologically supportive classrooms. Ultimately, addressing speaking anxiety is not only about improving communication skills but also about restoring adult learners’ confidence and presence within educational spaces.