Foreign language anxiety in online learning environments: Strategies and implications

Authors

  • Narges Saffari Nyenrode Business University, Netherlands
  • Mansour Amini School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia
  • Sze Seau Lee Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysia, Malaysia
  • Maryam Alipour Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia
  • Bita Naghmeh Abbaspour School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia

DOI:

https://doi.org/10.37134/jrpptte.vol14.1.9.2024

Keywords:

Anxiety, English, FLA, Learning, Online, Teaching

Abstract

The COVID-19 pandemic exacerbated some anxiety among students, particularly in the realm of higher education where remote learning has become the norm. Despite the escalating prevalence of anxiety among students in the context of online language education, there is a notable absence of comprehensive strategies tailored to effectively mitigate foreign language anxiety (FLA) and support learners, necessitating research to identify evidence-based approaches to address FLA and foster a positive learning environment. This paper reviews the influence of anxiety on language learners, with a focus on the challenges posed by online language education. It explores the multifaceted nature of FLA and its implications for language learning outcomes. The study proposes practical strategies to alleviate anxiety among language learners. These strategies include implementing cooperative learning activities, providing constructive feedback, creating a positive learning atmosphere, addressing individual student needs, giving clear instructions, and establishing a continuous support system. Insights from contemporary research highlight the effectiveness of these approaches in reducing anxiety and fostering a more positive and effective learning environment. Furthermore, the paper discusses the Foreign Language Classroom Anxiety Scale (FLCAS) as a valuable tool for identifying and measuring FLA in online language learning settings. It emphasizes the importance of the psychometric characteristics of FLCAS and its implications for language educators. Finally, by raising awareness of the impact of anxiety on language learning outcomes, and embracing a holistic approach that considers individual, socio-cultural, economic, and technological factors, this paper may provide valuable insights for educators, policymakers, and researchers.

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Author Biographies

Narges Saffari, Nyenrode Business University, Netherlands

 

 

Sze Seau Lee, Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysia, Malaysia

 

 

Maryam Alipour, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia

 

 

Bita Naghmeh Abbaspour, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Penang, Malaysia

 

 

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2024-05-02

How to Cite

Saffari, N., Amini, M., Lee, S. S., Alipour, M., & Naghmeh Abbaspour, B. (2024). Foreign language anxiety in online learning environments: Strategies and implications . Journal of Research, Policy & Practice of Teachers and Teacher Education, 14(1), 72–83. https://doi.org/10.37134/jrpptte.vol14.1.9.2024