Abstract
AbstractThis study investigated EFL students’ and teachers’ perspectives and experiences of managing foreign language anxiety (FLA). Data were obtained from 49 student autobiographies, 18 student interviews, 8 teacher interviews and 351 student responses to an open-ended question. Content analysis was used to analyse the data with the use of NVivo. A dual-task approach to managing FLA (i.e. reducing its negative effects and taking advantage of its positive effects) with specific strategies for students, teachers and other stakeholders was identified. The analysis also revealed important findings related to key stakeholders in FLA management, tensions in managing FLA, the extent to which students’ and teachers’ perceptions of FLA management matched, how they managed student FLA at university and the factors affecting students’ success in managing FLA. The findings of the study indicate that one should not expect a one size fits all model for FLA management, and emphasise the need to focus on working with F...
Highlights
Introduction and literature review There is a considerable body of literature on foreign language anxiety (FLA), which is “a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process” (Horwitz, Horwitz, & Cope, 1986, p. 128)
Despite the prevalence of FLA found within different cultures in the findings of a voluminous body of research, how students and teachers cope with FLA has not been adequately examined
In-text citations are used with S = Student, F = Female, M = Male, Int = Interview transcript, Aut = Autobiography and T = Teacher
Summary
Introduction and literature reviewThere is a considerable body of literature on foreign language anxiety (FLA), which is “a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process” (Horwitz, Horwitz, & Cope, 1986, p. 128). Most of the anxiety research to date has usually provided pedagogical implications about how to cope with FLA rather than examining how students and teachers deal with it. Those studies, limited in number, which examined how students and teachers coped with student anxiety in the language classroom still require more evidence to corroborate their findings. Hauck and Hurd (2005) investigated different strategies used by distance students to overcome FLA by asking them to look at a list of 11 strategies and tick any that applied to them They found that the most frequently used strategies by the students were actively encouraging themselves to take risks in language learning (87.5%) and using positive self-talk (64.6%). This quantitative technique requires further analysis and triangulation to support the arguments
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
