Foreign Language Classroom Anxiety in Emergency Remote Instruction

Abstract

Although language anxiety is the most widely studied emotion in second language acquisition, the extent to which emergency remote teaching (ERT) provokes anxiety is still insufficiently understood. The present research fills this gap by analyzing variables affecting anxiety in the new mode of instruction, while also exploring apprehension-relieving pedagogical approaches. This qualitative study was conducted among 218 university students and data were obtained by an online questionnaire and a focus group interview. Additionally, an online questionnaire was used to find out how teachers adapted their approaches to ensure student wellbeing in ERT. The findings reveal several factors affecting anxiety levels as well as pedagogical approaches that students find effective for anxiety reduction. On the whole, the study extends language anxiety research by looking closely at the variables affecting FLCA increase and decrease in a new, insufficiently explored mode of instruction.