Abstract:
The English language is considered the lingua franca among speakers of different languages and it is predominantly a major subject
in the world education system. Communication anxiety manipulates a dominant role in restricting communication among second
language learners of English (ESL). ESL learners decline to converse in English since many scholars experience language anxiety in
diverse forms. The main objective of the study was to investigate whether working in groups is effective to demote communication
anxiety experienced by ESL learners and the sub-objective was to examine students' perceptions of group work in mitigating speaking anxiety. Nervousness and uneasiness are considered a complex and multi-faceted mental marvel by past analysts and they have
proposed the utilization of diverse points of view and approaches to examine this phenomenon. Data were collected through quantitative data collection methods. 50 questionnaires were distributed at the pre-stage and the post-stage. Cooperative learning was
adopted as a teaching strategy at the post-stage. The discoveries proposed that cooperative learning made a difference in easing
and decreasing the communication anxiety felt by ESL learners and empowered them to utilize the second language. At the poststage students portrayed incredible enhancements in their readiness to speak and take part in several errands and exercises in an
English-speaking classroom. Through the discoveries, the analyst was able to suggest techniques to instructors that would offer
assistance lighten communication anxiety felt by ESL learners by generating a difference to be less self-conscious and reinforce
certainty.
