Emotions, Motivation and Classroom Interaction in EFL Speaking

Building on the view of speaking as real-time classroom interaction, this chapter focuses on the emotional side of speaking. In EFL lessons, participants do not only produce language; they also speak in front of teachers and peers. As a result, speaking may create interest, enjoyment, hesitation, or nervousness depending on the task and classroom situation. This is consistent with Gregersen and MacIntyre's (2014, pp. 1–13) discussion of anxiety and emotional reactions in foreign language learning.

These emotional reactions help explain why quieter pupils may speak, hesitate, or remain silent during the same activity. Previous classroom experiences, self-belief, and peer reactions can all shape how safe children feel before taking a speaking turn. Gregersen and MacIntyre (2014, pp. 211–222) similarly show that emotions play an important role in learners' moment-to-moment willingness to communicate.

Positive emotions, such as enjoyment and interest, often appear when tasks are familiar, meaningful, or connected to learners' experiences. Dörnyei (2001, pp. 72–80) notes that stimulating and enjoyable classroom activities can help maintain learners' motivation. On the contrary, tasks that involve public performance, unfamiliar language, or fear of mistakes may create nervousness, especially for young learners. Such reactions may affect whether they continue speaking, hesitate, or stop.

Emotions in the classroom are unstable. They change depending on the task, the topic and the interactional situation. For example, a learner may feel confident during pair work but become anxious when speaking in front of the whole class. Even within a single activity, emotions may shift after success, difficulty or teacher feedback.

Emotional changes were important because they helped explain why learners' participation was not stable across lessons. A learner could speak more actively in a familiar or supported task but hesitate in a freer or more demanding one. Therefore, emotional fluctuation was treated as one classroom factor related to WTC-related behaviour. This is consistent with MacIntyre et al.'s model, where WTC is influenced by situated antecedents and learners' self-confidence at a particular moment ((1998, pp. 547–549)), and with Gregersen and MacIntyre's discussion of emotional variation in foreign language learning ((2014, pp. 211–222)).

Motivation also plays an important role in learners' participation in speaking activities. According to Dörnyei (2001, pp. 6–8), motivation is related to learners' choice of action, effort, and persistence. In speaking lessons, pupils are influenced not only by long-term goals, but also by specific tasks, topics, and interactional situations. MacIntyre, Dörnyei, Clément, and Noels' (1998, pp. 546–547) WTC model further explains that learners' readiness to communicate is connected to self-confidence, anxiety, and the immediate classroom situation.

Motivation is therefore closely connected to learners' developing sense of themselves as language users. Dörnyei (2001, pp. 86–94) shows learners need to believe that they can cope with a task before they participate confidently. These beliefs, which were sharpened by repeated classroom experiences, may shape whether they decide to take the floor or remain silent during speaking activities.

Situational motivation refers to learners' immediate willingness to take part in a classroom activity. Dörnyei (2003, pp. 14–15) suggests that L2 motivation should be understood in relation to classroom situations and specific learning tasks. Clear, well-structured, and level-appropriate tasks may support motivation because the children know what to do and feel able to complete the tasks in speaking lessons. This is especially important for young learners, whose participation is closely connected to concrete and age-appropriate classroom experiences ((Cameron, 2001, pp. 1–2)).

Motivation among young learners is also linked to enjoyment and a sense of success. As Dörnyei (2001, pp. 72–80) notes, stimulating and enjoyable activities can help maintain learners' motivation. Small achievements, such as completing a short speaking turn or being understood by a peer, may encourage learners to speak again. On the other hand, tasks that feel confusing or too demanding may lead them to withdraw from speaking.

Learners gradually form ideas about themselves as English speakers through repeated speaking activities. Some of them may begin to feel that they can speak English, even with limited language resources. Others may see speaking as difficult or risky and feel unsure about using English in front of others. Gregersen and MacIntyre (2014, pp. 107–118) suggest that this developing self-concept is shaped by classroom experiences, teacher feedback, and social interaction with peers. This point is also related to Dörnyei's (2001, pp. 86–94) discussion of self-confidence and anxiety, in which learners need to believe that they can cope with classroom tasks before they can participate confidently. In MacIntyre, Dörnyei, Clément, and Noels' (1998) WTC model, self-confidence and anxiety are important factors influencing learners' readiness to communicate. Therefore, positive speaking experiences may increase confidence and encourage learners to participate more actively, while repeated negative experiences may lead them to avoid speaking.

Teacher–student rapport and emotional safety are important conditions for speaking in the classroom. Anxiety in foreign language learning often appears in situations where learners feel evaluated or exposed, such as when they are asked to speak in front of others ((Gregersen & MacIntyre, 2014, pp. 1–13)). For this reason, the overall classroom atmosphere strongly affects learners' readiness to speak.

Emotional safety does not mean that speaking tasks are easy or without challenge. Rather, it means that learners feel supported when they attempt to use English. Teacher behaviour and shared classroom norms both contribute to creating this sense of safety and encouraging learners to take risks in speaking.

Teacher practices strongly influence learners' emotional experience during speaking activities. Patient listening, encouragement and supportive feedback help learners feel accepted as speakers. Gregersen and MacIntyre (2014, pp. 1–13) highlight that teacher support can reduce anxiety and increase learners' willingness to communicate in the classroom. Learners feel more secure with clear instructions and predictable lesson routines. The more they know what to expect in a speaking activity, the more confident they will be to take part. Such classroom practices create conditions in which learners feel safe enough to try, make mistakes and continue speaking.

Classroom norms affect how learners respond to each other's speaking in the classroom. Norms that encourage respect and acceptance of mistakes help create emotional safety. This is important because Gregersen & MacIntyre (2014, pp. 32–42) imply speaking anxiety is often connected to fear of negative evaluation and embarrassment. When learners know that mistakes will not lead to laughter or negative reactions, they are more willing to speak. Emotional safety is especially important in small-group work. Stable classroom routines and clear turn-taking rules can help quieter learners find opportunities to contribute.

Peer relations also shape speaking behaviour in the classroom. Speaking in front of classmates involves a certain level of social risk, and learners often care about how they are seen by others. Concerns related to face, status and peer acceptance can therefore influence learners' willingness to communicate ((Gregersen & MacIntyre, 2014, pp. 32–42)).

In small-group settings, these peer dynamics become more visible. Learners observe their classmates' reactions and may adjust their speaking behaviour accordingly, choosing either to participate more actively or to remain quiet depending on how safe they feel.

Within small groups, learners often take on different participation roles. Some learners speak frequently and tend to lead the interaction, while others speak less or remain quiet. These patterns may be linked to learners' perceived language ability, confidence, or previous classroom experiences. Research suggests that participation patterns are influenced by interactional context and peer relations ((Cao & Philp, 2006, pp. 486–489)). Learners with higher confidence may dominate speaking, while quieter learners may hesitate to take the floor. However, careful task design and clear turn-taking rules can help balance participation and create opportunities for more learners to speak.

Gregersen and MacIntyre (2014, pp. 32–42) highlight that learners' willingness to speak in class is often shaped by face concerns, or by how they think their classmates see them. Speaking in front of peers can make young learners feel risky because mistakes may be embarrassing. Hence, some learners may stay silent even when they know what they want to say. On the contrary, learners who feel more socially comfortable are usually more willing to speak without being directly invited. Looking at this kind of self-initiated speaking can therefore help explain how peer relations and face concerns influence willingness to communicate in the classroom.