MITIGATING THE AFFECTIVE FILTER: THE EFFICACY OF LOW-STAKES, TECHNOLOGY-INTEGRATED ROLE-PLAY IN REDUCING ESL SPEAKING ANXIETY

Abstract

This paper examines the effectiveness of a low-stakes, technology-integrated Project-Based Learning (PBL) model in directly mitigating the Affective Filter to reduce oral communication anxiety among ESL learners. Recognising that the traditional, high-stakes evaluation induces performance anxiety and hinders authentic language acquisition, this study implemented a framework where students engaged in role-play activities and published their own work on platforms like TikTok, essentially shifting the practice environment. The study utilised a mixed-methods approach on students from an Oral Communication in English course. Data were collected via a single comprehensive post-project questionnaire. The instrument collected quantitative data on self-reported confidence and anxiety levels using a Likert scale and included qualitative open-ended questions to gather deep, experiential insights into the project's effectiveness. The findings demonstrate that the low-stakes mechanism is a powerful driver for change. Quantitative analysis showed a statistically significant increase in student confidence and a corresponding decrease in self-reported communication anxiety. Qualitative data reinforced these findings, with students explicitly reporting that the approach created a ‘safe space’ for practice that helped them ‘overcome fear and hesitation’. The results indicate that this PBL model is a highly effective pedagogical tool for fostering genuine fluency and building self-esteem. By enabling a non-threatening practice environment, the project provides a replicable blueprint for educators seeking to reduce affective filters and promote a more confident, active generation of communicators.