Review on the Factors to Foreign Language Anxiety and

Methods to Alleviate Its Intensity

Hanyi Liu

School of Foreign Languages and Literature (School of Region and Country Studies), Heilongjiang University,

Harbin, 150000, China

Keywords: Factors, Foreign Language Anxiety, Alleviate, Internal, External, Approaches.

Abstract: As globalization accelerates, second language acquisition has become increasingly important, yet the issue of

foreign language anxiety (FLA) has also grown more prominent. While some researchers have identified

multiple reasons in which significantly lead to FLA, its causes, mitigation strategies still lack comprehensive

explanations. This study focuses on investigating the causes of FLA and methods to alleviate its intensity.

The research methodology is literature review. The findings reveal that FLA arises from multidimensional

factors, including learners’ psychological traits (e.g., lack of confidence, low self-efficacy) and issues in ped-

agogical practices (e.g., teachers’ hostile behavior, tense classroom environments). To address these causes,

this study proposes strategies like fostering a relaxed classroom atmosphere, enhancing interactive activities,

understanding the cultural context of the target language, and encouraging proactive anxiety management.

This research provides practical guidance for foreign language education, promoting teaching innovation,

quality improvement, and sustainable language learning development.

1 INTRODUCTION

In the current era of globalized economic, cultural,

and technological collaboration, cross-cultural

communication among nations has become

increasingly frequent. As a medium of

communication and a carrier of culture, the

significance of foreign language learning (FLL) has

become increasingly apparent, highlighting its

essential role. However, early studies toward FLL

predominantly focused on intelligence and linguistic

aptitude while neglecting affective factors. Against

this backdrop, the Affective Filter Hypothesis was

first proposed in 1977, highlighting the impact of

learners’ emotional states on language learning

outcomes (Dulay & Burt, 1977). FLA since turned to

a major obstacle for many learners. Nevertheless,

existing research still lacks a systematic,

multidimensional analysis of the causes of FLA. To

address this gap, this paper reviews existing studies

on FLA, synthesizes its internal and external causes,

and proposes practical methods to alleviate anxiety.

The aim is to provide actionable methods of foreign

language teaching and learning practices, advance

research on affective factors in language acquisition,

and offer effective solutions for learners struggling

with FLA, enabling teachers and students to

collaboratively overcome barriers in foreign language

learning.

2 RELEVANT THEORY

2.1 Trait and State Anxiety

The trait and State Anxiety theory was proposed in

1966 by Spielberger, Gorsuch, Vagg, and Jacobs to

distinguish between different dimensions of anxiety.

The theory categorizes anxiety in two types: trait and

state anxiety. Trait anxiety is a relatively stable

personality characteristic, referring to an individual’s

propensity to worry, experience anxiety, exhibit

emotional reactivity, and activate the sympathetic

nervous system in various situations. The anxiety

tendency is cross-situational, that is, it manifests itself

in different assessment, physical and social situations.

State anxiety refers to an individual’s immediate

response to a specific situation and is a transient,

intense emotional state that is often associated with

physiological activation and conscious worry.

554

Liu, H.

Review on the Factors to Foreign Language Anxiety and Methods to Alleviate its Intensity.

DOI: 10.5220/0014003200004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 554-558

ISBN: 978-989-758-779-5

2.2 Situation Specific Approaches to

Anxiety

This theory was proposed by David H. Barlow, and

its related research and theoretical development

mainly focused on the 1980s to the 2000s.

Specifically, Barlow’s book, Anxiety and Its

Disorders, published in 1988, explored the nature and

treatment of anxiety and its disorders in detail,

including a discussion of situational trait anxiety. The

theory mainly refers to the expression and handling

of anxiety responses in specific situations, the

emergence of intense anxiety responses, which are

often seen as challenging or threatening. Based on

this, foreign language anxiety is classified as

situational trait anxiety. FLA is classified into

different types, such as speaking anxiety, writing

anxiety, teaching anxiety, classroom anxiety, cultural

anxiety and so on.

3 LITERATURE REVIEW

3.1 Internal factors

3.1.1 Self-Confidence Levels

Research has indicated that learners who lack self-

confidence are more susceptible to experiencing

FLA. Learners might be concerned that their

language proficiency and capabilities are inferior to

those of their peers, and they may fear losing face in

front of teachers and classmates. This concern often

leads to anxiety and even avoidance of foreign

language learning (Horwitz &Cope, 1986). Owing to

the anxiety stemming from unfavorable judgments by

teachers or peers, students may regard their errors as

challenges to their self-image, a situation that is

particularly pronounced during English-speaking

activities. For high-performing oral learners, anxiety

is more likely to occur when oral activities in class are

used for exams or tests rather than improving their

English language skills. They fear making mistakes,

being ridiculed by classmates, receiving negative

evaluations, or even being scolded by teachers, which

may affect their status in the eyes of peers or teachers

(Horwitz, 2010).

3.1.2 Self-Efficacy

It has a inverse correlation with FLA. In other words,

as anxiety levels rise, self-efficacy tends to decrease.

Learners with low self-efficacy often question their

capacity to effectively acquire a foreign language.

When faced with difficulties, they cannot focus on

overcoming challenges, are more likely to doubt

themselves, and have low persistence and endurance,

often giving up halfway (Li, 2004).

3.1.3 Perceptions of the Target Language

According to Riasati (2012), students’ ability to

acquire a second language is not only influenced by

their linguistic and psychological states but also by

their perceptions of the target language. Some

learners may overemphasize the accuracy of

pronunciation, believing that only with a native-like

accent can they master a foreign language. However,

when they find it difficult to achieve this ideal state,

anxiety may arise. In addition, some learners may

hold unrealistic expectations, such as believing they

can master a foreign language in a short period. When

reality does not match their expectations, they may

experience stress and anxiety (Horwitz, 2010).

3.1.4 Differences in Fields of Study

Studies have indicated that students in the humanities

experience considerably greater degrees of FLA

compared to those in the sciences. This may be

related to their different academic characteristics, life

philosophies, and ways of thinking (Von, 2003). The

study of humanities requires more imaginative

thinking and emotional investment, while the study of

science requires more abstract thinking and rational

logical reasoning. This results in different ways of

thinking between humanities and science students.

Humanities students tend to be more imaginative and

emotional, which may lead to higher levels of FLA

(Horwitz &Cope, 1986).

3.1.5 Autonomous Learning Ability

Foreign language anxiety is also associated with

learners’ use of learning strategies and autonomous

learning abilities. Anxious learners may be more

inclined to use avoidance strategies, such as skipping

oral practice or avoiding complex tasks

(Oxford,1999).

3.2 External Factors

3.2.1 Teachers’ Behavior

Teachers are vital in learners’ foreign language

learning. Teachers’ teaching methods, teacher-

student relationship and feedback methods all affect

students’ foreign language anxiety. Educators ought

to refrain from engaging in detrimental conduct

Review on the Factors to Foreign Language Anxiety and Methods to Alleviate its Intensity

555

towards pupils, such as delivering severe reprimands,

implementing excessive corrections, or assigning

blame when errors occur, instigating competition

among students, and publicly contrasting the

performance or academic results of different

individuals. Concurrently, teachers should encourage

collaborative learning among students rather than

fostering a competitive atmosphere. Teachers should

also give students confidence in their ability to

succeed, using encouraging expressions. Teachers

should give students positive feedback and

evaluation, empower students to exercise greater

autonomy over their learning journey, and involve

them in the decision-making process. If teachers lack

such positive guidance to students, learners’ foreign

language anxiety will be caused (Horwitz, 2010).

3.2.2 Classroom Environment

Classroom environment is the main place of foreign

language learning, and its atmosphere and activity

design directly affect students’ anxiety level. A tense

and depressed classroom atmosphere can increase

students’ anxiety, while a relaxed and cheerful

atmosphere can help reduce anxiety (Horwitz, 2010).

The learning environment within the classroom ought

to be student-oriented, inspiring and encouraging.

Students should be made to understand that

committing errors is not a significant issue and that

they are not the sole individuals who err while

acquiring a foreign language. In addition, a quiet class

can also raise the level of learners’ anxiety, because

in a quiet class, all the students are focused on the

speaker, which can make learners fearful, and under

some background noise, students will speak English

in a higher voice, while a quiet class will make them

speak less confident and their voice will be weakened.

Finally, classroom humor and peers’ laughter also

have an impact on learners’ anxiety. Studies have

shown that students’ active participation in classroom

activities and willingness to take the initiative to

speak in humorous classes increase, and their anxiety

will decrease.

3.2.3 Social Culture

Learners in different cultural backgrounds may face

different pressures and challenges in language

learning. For example, in the research analysis of

Chinese individuals as samples, it is concluded that in

a society that emphasizes collectivism and

competition, learners may be more worried about

their language performance being evaluated and

compared by others, thus increasing anxiety (Li,

2004). In addition, cultural differences may also lead

to confusion and anxiety when learners adapt to a new

language and cultural environment.

3.3 The Approaches to Relieve Foreign

Language Anxiety

3.3.1 Creating a relaxed classroom

atmosphere or environment

Cultivating a stress-free learning environment is

crucial for alleviating anxiety. This can be influenced

by the teacher’s individual character and their

approach to language instruction and student

interaction. Studies have shown that when educators

infuse lessons with enjoyment, stress levels tend to

drop. Along the same lines, incorporating subject

matter that resonates with students’ personal

experiences and interests not only eases anxiety but

also boosts their drive to learn. Fostering a sense of

belonging within the classroom is vital in creating this

relaxed setting. When students feel surrounded by

peers who are more like friends, their anxiety

typically subsides, along with their fear of making

errors. Educators can either actively cultivate a

welcoming and amicable atmosphere or encourage

students to take the initiative in shaping such an

environment. Moreover, engaging in extracurricular

activities that promote group cohesion and mutual

support can further reduce in-class anxiety. For

example, students can view films and videos in the

target language, share meals, form study groups, or

join language clubs. These out-of-class group

activities help bridge the gap between students,

fostering strong emotional bonds. This, in turn,

enhances in-class interaction and participation,

contributing to a more relaxed learning environment

(Alrabai, 2015).

3.3.2 Boosting Students’ Enthusiasm for

Foreign Language and Their Culture

Gardner discovered that students’ internal drive and

passion for foreign languages and their cultures are

key factors positively influencing their English-

learning outcomes. Elevating students’ fascination

with English and its cultural nuances is crucial for

advancing their language acquisition. Armed with a

deeper understanding of the language and its cultural

context, learners are less likely to perceive the

language as alien and daunting. Consequently, they

experience reduced anxiety and restlessness.

Moreover, this approach significantly bolsters their

overall drive to master the target language. To

heighten students’ perception of English’s

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significance, cultivate their enthusiasm for the

language, build their self-confidence, and foster a

positive outlook towards English, educators can offer

praise and constructive feedback. Analyzing the

factors behind their English performance,

encouraging them to delve into English literature, and

watch English-language films are effective strategies.

Additionally, befriending international students on

campus is a powerful way to nurture their intrinsic

drive to learn English. With heightened motivation,

students are more inclined to actively employ the

language in diverse settings, potentially leading to a

reduction in English-learning anxiety (Liu &Huang,

2011).

3.3.3 Emphasis on Student Progress

Currently, students’ foreign language achievement is

measured through annual paper-based classroom

assessments and exams, as well as broader

assessments (pairing/group work, classroom

exercises, role playing, etc.), Young, 1991). There is

also a culture in China of publishing a child’s

individual test scores to the class, or publicly ranking

students. These inherent quantitative indicators pay

more attention to students’ learning outcomes rather

than learning processes, and these practices can lead

to increased levels of learners’ foreign language

anxiety. Finally, it is essential for educators to

pinpoint and candidly recognize students’

competencies and aspects that require enhancement,

subsequently motivating them. For instance, a student

might encounter difficulties with pronunciation yet

possess strong grammatical skills; in such cases,

teachers should focus on both the student’s strengths

and the areas that need further development (Hu,

Zhang &McGeown, 2021).

3.3.4 Learners Overcome Anxiety

Themselves

Learners themselves can overcome anxiety through

cognitive strategies and emotional strategies.

Cognitive strategies emphasize learners’ self-

cognition regulation, including meta-cognitive

strategies, self-reflection and self-regulation. By

setting reasonable learning goals, developing a

learning plan, monitoring the learning process, and

evaluating learning outcomes, learners can better

manage their learning and reduce anxiety. For

example, using the "step-by-step approach" to break

down learning tasks into small goals and complete

them step by step helps to enhance learners’ self-

confidence and sense of control (Oxford, 1999).

Affective strategies focus on learners’ emotional

regulation, such as relaxation training, self-

suggestion and emotional expression. Through

relaxation techniques such as deep breathing,

meditation, and yoga, learners can stay calm and

focused during the learning process and reduce

anxiety. In addition, positive self-talk and positive

thinking are also effective means of emotional

regulation, which can help learners maintain a

positive learning attitude (Liu &Huang, 2011).

4 CONCLUSION

Through a comprehensive study involving foreign

language learners, it has been discovered that the

origins of foreign language anxiety are diverse and

complex, including learners’ own psychological

characteristics (such as lack of self-confidence), and

problems in the teaching process (such as teachers’

hostile behavior toward students, tense classroom

environment). In view of these causes, this study

proposed a variety of mitigation strategies, such as

creating a relaxed classroom atmosphere, enhancing

classroom interaction, understanding the cultural

background of the language and overcoming the

anxiety of learners themselves. This study provides

useful enlightenment for foreign language teaching

practice, suggesting that teachers should concern

FLA and adjust teaching strategies flexibly to foster a

more positive learning environment. At the same

time, the study also emphasizes the important role of

learners themselves in relieving anxiety and

encourages their learning ability, psychological

adjustment ability. This study is to provide support

for foreign language education, help promote the

improvement and development of foreign language

teaching, create a more efficient and pleasant learning

experience for learners, and promote the overall

quality of foreign language education.

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