The Lived Experiences of EFL University Students: Exploring the Impact of Online Cognitive-Behavioral Interventions on Foreign Language Speaking

Foreign language speaking anxiety (FLSA) profoundly shapes the emotional landscape of English as a Foreign Language (EFL) learners, particularly in the isolating confines of online learning environments. This qualitative study delves into the lived experiences of intermediate EFL university students engaging with a short-term online cognitive-behavioral therapy (CBT)-integrated intervention designed to mitigate speaking anxiety and foster oral proficiency. Drawing on interpretive phenomenological analysis (IPA), the research captures the subjective narratives of ۱۲ participants through semi-structured interviews and reflective journals following six Zoom-based sessions. Emergent themes reveal a transformative journey from self-imposed silence to empowered expression, mediated by cognitive restructuring and graded exposure. Participants described heightened self-awareness of maladaptive thoughts, a gradual erosion of fear through virtual "safe spaces," and newfound resilience in online interactions. These insights underscore the relational and embodied dimensions of anxiety alleviation, offering nuanced theoretical contributions to affective language pedagogy and practical guidance for integrating therapeutic strategies into digital EFL curricula. The study advocates for teacher training that honors learners' emotional epistemologies, emphasizing empathy and cultural attunement in hybrid education.

کلیدواژه ها:

cognitive-behavioral therapy ، foreign language speaking anxiety ، online learning ، lived experiences ، interpretive phenomenological analysis ، EFL learners ، qualitative inquiry