Dealing with Language Learning Anxiety and the Role of Teachers in Ensuring Anxiety-Free Foreign Language Classrooms

Abstract

This comprehensive mixed-methods investigation aimed to explore the challenges of anxiety experienced by foreign language learners and assess the pivotal role played by their teachers in alleviating such stressors. Quantitative data were acquired through a survey questionnaire, adapted from Horwitz et al.'s (1986) 33-point Foreign Language Classroom Anxiety Scale (FLCAS), distributed among foreign language learners. Concurrently, qualitative insights were collected through in-depth interviews conducted with teachers engaged in teaching foreign language programs. The synthesis of both students' experiences and teachers' perspectives facilitated a constructive analysis, culminating in nuanced findings that contribute to our understanding of effective strategies and teacher’s role in reducing anxiety levels in foreign language learning classrooms.

Keywords: Anxiety, Foreign Language Learning, FLCAS, Classroom, Learner, Teacher.