| Summary: | The aim of this master thesis was to study how teachers can contribute to creating a safe classroom where pupils participate in oral activity in the English classroom without insecurity, nervosity and anxiety. We have conducted a mixed method research at a lower secondary school in Tromsø, where we have carried out a questionnaire, action research and observation. There was a total of 144 participants of the questionnaire and one class of 8th graders that participated in the action research. Our findings reveal that there are several factors that affect pupils’ degree of oral activity in the English classroom and teachers have the ability to adapt the teaching to take care of the pupils needs. The factors that can affect pupils’ willingness to communicate are their confidence, motivation, nervosity and anxiety in English. The findings further indicate that a lack of confidence and low self-esteem can lead to low amounts of oral participation from pupils, and this can develop to psychological difficulties such as nervosity and anxiety. In order to avoid this negative development and increase pupils’ oral participation in English, teachers can benefit from teaching strategies. Our findings suggest that Think-Pair-Share and scaffolding are teaching strategies that have a positive effect on the pupils’ willingness to communicate and considers pupils’ psychological difficulties.
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