Strategies for reducing EFL learners' foreign language anxiety in online classes: Investigating teachers’ teaching credentials and experience

Abstract

Foreign Language Anxiety (FLA) has been studied by researchers interested in educational psychologists and applied linguists. Researchers suggested coping strategies for reducing EFL learners' FLA. However, the coping strategies which EFL learners use to reduce the foreign language learners' FLA in online classes have not been well explored. This study examined Chinese EFL teachers' coping strategies to mitigate Chinese English learners' FLA in online classes. The study also addressed the role of Chinese English language teachers' teaching credentials and teaching experience. A mixed-method research design was employed. In the qualitative phase, the researchers interviewed 23 teachers selected through theoretical sampling and explored the most frequently used coping strategies. The results if the thematic analysis of the interviews with the teachers showed that Chinese EFL teachers in online classes used 26 coping strategies. In the quantitative phase, a researcher-developed questionnaire of 26 items was used and administered to 200 Chinese EFL teachers who were selected through convenience sampling. The data were analyzed using factor analysis, Cronbach's alpha, and independent samples-t-tests. The results showed that the questionnaire enjoyed acceptable reliability and construct validity. Results also showed that the experienced and certified teachers used coping strategies more frequently than did the less experienced and non-certified teachers. Findings have theoretical implications for educational psychologists and researchers interested in applied linguistics. Results have a practical the implication for less experienced and non-certified EFL teachers to learn more about the coping strategies for reducing EFL learners' FLA.