PARALINGUISTIC FEATURES AS COMMUNICATIVE RESOURCES IN ENGLISH AS A FOREIGN LANGUAGE (EFL)
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Abstract
Foreign Language Anxiety (FLA) is widely recognized as a major affective barrier to oral proficiency in English as a Foreign Language (EFL) contexts. Although many studies have examined the causes and consequences of FLA, limited research has focused on practical instructional strategies that effectively reduce anxiety during speaking activities. This literature review explores the potential of paralinguistic features—including tone, pace, and pitch—as a pedagogical tool for mitigating FLA. Drawing on theoretical models of anxiety and paralanguage, the review synthesizes findings from research in EFL education, communication studies, and speech-processing technologies. Evidence shows that explicit instruction in paralinguistic cues can lower Communication Apprehension and Fear of Negative Evaluation, thereby enhancing learners’ communicative confidence. While previous research presents mixed results regarding the relationship between FLA and actual oral proficiency, the overall trend suggests that paralinguistic training offers a promising and underutilized approach for supporting learners’ speaking performance and reducing anxiety in the language classroom.
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