University of Mohaghegh Ardabili Preventive Counseling 2783-1825 7 3 2026 09 01 The Impact of Resilience-Based Intervention on Foreign Language Speaking Anxiety among University Students 46 59 4913 10.22098/jpc.2026.19220.1367 EN Seyyed Nasser Mousavi Department of Foreign Languages Teaching, Ard.C., Islamic Azad University, Ardabil, Iran Nadia Talimian Department of Foreign Languages Teaching, Ard.C., Islamic Azad University, Ardabil, Iran Vali Mohammadi Faculty of Humanities, University of Mohaghegh Ardabili, Ardabil, Iran Journal Article 2026 01 07 This study investigated the effectiveness of a resilience-based group intervention in reducing foreign language speaking anxiety among university English as a Foreign Language (EFL) students. It further examined whether the intervention enhanced psychological resilience and led to improvements in objective English-speaking performance. A randomized wait-list controlled pre–post design was employed. Ninety-two undergraduate English Language Teaching students from Islamic Azad University, Astara Branch were screened for moderate-to-high foreign language anxiety, and 87 eligible participants were randomly assigned to either a resilience-based intervention group or a control group. The intervention consisted of six weekly 90-minute sessions focusing on emotion regulation, cognitive reappraisal, optimism training, strengths-based self-efficacy, coping strategies, social support, and graded speaking exposure. Foreign language speaking anxiety, psychological resilience, and speaking performance were measured at baseline and post-intervention using validated self-report instruments and an IELTS-style speaking test. Data was analyzed using mixed-design ANOVAs. The results revealed significant Group × Time interactions for all outcome variables. Compared with the control group, participants in the intervention group showed a substantial reduction in foreign language speaking anxiety, a significant increase in psychological resilience, and significantly greater gains in objective speaking performance. Effect sizes were medium to large, indicating strong practical significance. The findings provide empirical support for resilience-based interventions as an effective, resource-oriented approach to reducing speaking anxiety and enhancing both psychological well-being and oral language performance in university EFL contexts. https://jpc.uma.ac.ir/article_4913_14747cad35f277ae53c6f300ede3db8c.pdf