Profile-Based Differences in Anxiety Reduction Strategy Use and Speaking Anxiety Changes in University English Preparatory Classes

This study examined profile-based differences in strategy use and associated changes in speaking anxiety among A2 and B1 university preparatory students and how learner profiles moderate their efficacy. Following the explicit instruction of anxiety management strategies of preparation, relaxation, positive thinking, task-focused strategies, as well as peer support, a pre-test–post-test design was employed to examine changes in speaking anxiety. The results revealed a significant reduction in speaking anxiety following strategy instruction, with a moderate-to-large effect size, suggesting that speaking anxiety may be responsive to strategy use even at lower proficiency levels. A2 students benefited most from preparation strategies, while B1 students found positive thinking and task-focused strategies more useful. As personality traits were associated with differential strategy benefits, introverted students responded more to relaxation or calming strategies, whereas extroverted students benefited more from peer support. Self-confidence emerged as the strongest predictor of anxiety reduction within this sample. Within the limitations of a single-group design, the results suggest the need for profile-sensitive, proficiency-appropriate strategy instruction in university preparatory programs.