Essay --

It is wide known that in EFL learning situations, many students exhibit fear of unusual language speaking (Yaikhong & Usaha, 2012, p. 23). In Asian countries, EFL learners suffer even to a greater extent in language schoolroom apprehension because of insufficient language environment. accord to Scovel (1978), anxiety in language learning is a state of apprehension, a vague fear (p. 134). Such anxiety may exist in many aspects of language learning process. Language classroom anxiety is nonpargonil of the most common concerns. Many researches showed that students classroom anxiety will greatly affect their language learning effect (Young, 1986 Horwitz & Young, 1991 Phillips, 1992 & Aida, 1994). For example, Wariyachitra (2003) stated that classroom anxiety will reduce students motivation in communication, and if students avoid interaction in English, they will not succeed in learning the target language. Arnold and embrown (1999) believed that anxiety might be the most important reason that causes obstructer of language learning. Another researcher Boonkit (2010) did a research in Thai, and the termination revealed that the undergraduate students ar not confident enough to communicate in English, even in language classrooms. These findings tell us many EFL students are lack of communication opportunities, which are very crucial to their language learning, because they presume not use the language. In the learning process, this classroom anxiety is the pick out element that causes students lack of confidence and poor language performance. In China, situations are quite the same. Reading, writing, even listening are always much easier for Chinese EFL learners, and Speaking is always the most ugly course. People dont have chance to speak English in their ... ...age skills and cognitive abilities. Harris, etc. believed that students with speaking anxiety will often avoid anxiety-producing social or performance situations, because they dont know how to c hange their negative retort in such situations, if they cannot avoid such situations, the will suffer a lot (2002, p. 543). The problem is what will happen after they repeated suffering and expend? Can they improve themselves with proper training and sufficient practice chances? Few researchers have done investigation in this field. In this study, I will try to answer the following question based on previous researches and a survey a) Can EPS tasks lead to EFL students language classroom anxiety reduction? b) Can EPS tasks lead to EFL students language public display improvement? c) Is there any relation between students anxiety train and language performance?