COMMUNICATION ANXIETY IN THE “ENGLISH APPLIED TO MILITARY OPERATIONS” CLASSROOM

Resumo

Effective communication in English is essential in contemporary military and security contexts, particularly in multinational operational environments where clarity, accuracy, and confidence are critical. However, technical proficiency in Military English or English for Specific Purposes does not necessarily translate into communicative confidence. This study investigates the manifestations and implications of Foreign Language Classroom Anxiety within the curricular units of “English Applied to Military Operations” taught at the Portuguese Military Academy and proposes strategies to mitigate communicative anxiety in military higher education. Combining quantitative survey data with theoretically informed qualitative interpretation, the study draws on responses from 136 cadets from the Army, Military Engineering, and the GNR, collected through a Portuguese translation of the Foreign Language Classroom Anxiety Scale. Data were analyzed using descriptive statistical procedures to identify general tendencies in communicative anxiety and anxiety-provoking classroom situations. The findings suggest that anxiety was primarily associated with spontaneous oral interaction, fear of negative peer evaluation, and concerns about appearing less competent before classmates and instructors. The study further indicates that emotionally supportive teaching practices, including structured speaking activities and supportive feedback strategies, may help reduce communicative anxiety while maintaining the discipline and performance standards characteristic of military education. Overall, the article contributes to the understudied field of foreign language learning in military higher education and argues that communicative anxiety should be understood not merely as a pedagogical issue, but also as an operational readiness concern.