A Review of the Factors of Foreign Language Classroom Anxiety

Wenyu Jiang

, Yu Luan

and Moxin Yang

School of Humanities and Communication, College of Science &Technology Ningbo University, Ningbo, Zhejiang, China

School of European Studies, Beijing International Studies University, Beijing, China

Faculty of Languages and Translation, Macao Polytechnic University, Macao, China

Keywords: Second Language Acquisition, Anxiety Factors, Language Learning Context.

Abstract: Foreign language classroom anxiety (FLCA) is an important psychological disorder that affects language

learners' performance and motivation. This article reviews the key factors that lead to FLCA, including fear

of negative evaluation communication anxiety. Research highlights how individual differences, such as self-

esteem and language level, interact with classroom dynamics to exacerbate or alleviate anxiety. At the same

time, the effects of teaching methods, teacher-student relationships, and peer interaction are discussed, and

the importance of a supportive learning environment is highlighted. By synthesizing existing research, this

review aims to provide insights into effective strategies for reducing FLCA at the source, such as creating a

positive classroom atmosphere, introducing collaborative activities, and leveraging technology to enhance

engagement. Understanding these factors is critical for educators to design interventions that promote lan-

guage acquisition and focus on learners' emotional well-being.

1 INTRODUCTION

Foreign Language Classroom Anxiety (FLCA) is a

significant emotional factor that impacts the

effectiveness of foreign language learning. The

theoretical foundation for research in this area is

provided by Krashen's Affective Filter Hypothesis

and the concept of Foreign Language Anxiety (FLA)

proposed by Horwitz, E. K., Horwitz, M. B., and

Cope. Domestic research has primarily focused on the

factors that induce anxiety and the regulatory

strategies for anxiety in the areas of foreign language

listening, speaking, reading, and writing skills.

Studies have shown that there is a significant negative

correlation between foreign language learning

anxiety and academic performance, affecting

students' abilities in speaking, listening, writing, and

other areas.

Starting from the classroom, this study

investigates the causes of foreign language learning

anxiety in second language classrooms, guiding

second language teaching practice. It reveals the

impact of emotional factors in the language learning

process and offers targeted teaching strategies for

teachers to improve the learning environment and

enhance language learning efficiency.

2 MANIFESTATIONS AND

EFFECTS OF ANXIETY

2.1 Anxiety and Fear

Anxiety is a widespread negative emotion. Anxiety

can be thought of as a fear that is amplified by one's

perception and imagination. This feeling prevents

him from taking action in any field (Duan, 2023). Of

all academic programs, foreign language study is

more likely to cause anxiety (MacIntyre & Gardner,

1989). This specific anxiety not only manifests itself

in the somatic reactions common to other phobias, for

example, behaviors such as fear, sweating,

palpitations, ringing in the ears, and forgetfulness, but

also in the inhibition of learning strategies, learning

ability, and academic performance (Horwitz et al.,

1986).

Anxiety first manifests itself in physical

symptoms, especially psychological phenomena such

as blankness of the mind, forgetting what has been

learned, or even simply forgetting how to speak. In

more severe cases, anxious learners even show

traumatic reactions (MacIntyre & Gardner, 1989;

MacIntyre & Gregersen, 2012). This leads to the fact

that no matter how much effort they put in, they just

cannot achieve satisfactory learning outcomes. This

frustration deepens the feeling of anxiety, which in

Jiang, W., Luan, Y. and Yang, M.

A Review of the Factors of Foreign Language Classroom Anxiety.

DOI: 10.5220/0014004000004912

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 599-603

ISBN: 978-989-758-779-5

599

turn affects all aspects of the learner's learning

process.

2.2 Effects of Anxiety

Anxiety affects learning attitudes. Research has

shown that FLCA hurts learner's attitudes toward

foreign language learning. Anxious learners tend

towards avoidance behaviors. Their classroom

performance includes fewer attempts to explain,

write, and communicate in the target language, as

well as avoidance of lessons, tests, and homework

(Horwitz et al., 1986). These behaviors often arise

from fear, such as the fear that poor performance will

bring ridicule from classmates, criticism from the

teacher, and the fear of tests and grades. Even if these

poor outcomes do not happen, they are overwhelmed

by their imaginations.

According to Krashen, these negative emotions

mentioned above form a filter that reduces the input

of foreign language knowledge, which in turn reduces

foreign language learning ability and affects learning

potential (Krashen, 1982). Excessive FLCA can even

cause organic damage to learners, disrupting the

normal functioning of the prefrontal lobes of the brain

and affecting memory (Arnold & Brown, 1999). This

will inevitably have an impact on the learner's

academic performance. Poor grades, in turn, will

exacerbate learner's anxiety, which creates a vicious

circle that makes it difficult for learners to achieve

desired outcomes.

It follows that FLCA has the most significant

impact on academic achievement (Dewaele et al.,

2022). It is now generally accepted that FLCA is

negatively correlated with language learning levels

and achievement. Unlike how high anxiety learners

are deeply involved in the vicious circle above,

learners with low anxiety levels have a more positive

mindset during the learning process and are more

likely to achieve satisfactory academic results. As a

result, it's easier for them to receive positive

feedback, thus creating a virtuous circle (Botes et al.,

2020).

FLCA acts on multiple aspects of learning

strategies, learning abilities, and academic

performance. It is, therefore, important to understand

the sources of their anxiety from various aspects to

keep it within reasonable limits.

3 THE CAUSES OF FLCA

3.1 Lerner's Personal Factors

Much research has found that language personal may

cause anxiety. Anxiety regarding personal

performance assessment and unease about social

judgment could cause internally-driven perturbations.

3.1.1 Personal Character

According to the former study, it showed that a fixed

L2 mindset can be a source of L2 anxiety (Papi &

Khajavy, 2023). One personality predictor of second

language anxiety is neuroticism. Language learners

who score higher on neuroticism may experience

more language anxiety. Through the research,

introverts suffered more FLCA than extroverts in

their L3. Neuroticism is strongly positively correlated

with FLCA (Dewaele, 2013).

3.1.2 Personal Mentality Factor

Horwitz, E. K., Horwitz, M. B., and Cope posit that

L2 communication inherently demands controlled

cognitive processing, as learners must consciously

manipulate linguistic structures rather than rely on

automatic responses. This cognitive dissonance

between desired and actual performance can

destabilize speakers' perceived communicative

competence, potentially manifesting as avoidance

behaviors, hyperawareness of linguistic limitations,

or acute anxiety during target language use. First,

self-esteem may affect learners' anxiety levels. Low

self-esteem makes language learners express concern

regarding other's judgments and makes them want to

please others, which may increase their anxiety (Papi

& Khajavy, 2023). Furthermore, perfectionism could

be another factor related to language anxiety.

Research has found that language learners who are

more perfectionistic may be more affected by

anxiety. Some, especially those showing

perfectionistic tendencies, responded that if they were

unable to finish the assignments to their satisfaction,

they would be uncomfortable. (Dewey et al., 2018).

Horwitz suggests that one of the contributing

factors to FLCA is communication fear, which is

closely related to the construct of social anxiety

disorder (Horwitz et al., 1986). Individuals with

social anxiety disorder tend to avoid scrutiny from

others and worry that their words and actions will lead

to embarrassment or humiliation. In foreign language

learning (FLL) classrooms, this concern stems

primarily from the frustrations and challenges

IESD 2025 - International Conference on Innovative Education and Social Development

600

encountered. Researchers have found that oral

learners exhibit higher levels of anxiety (Paul & Jun,

2022). Respondents in several experiments have

reported that speaking and making mistakes in class

make them feel anxious. Foreign language learners

who are afraid to speak in public tend to exhibit

stronger oral anxiety in FLL classrooms than others

(Aziz et al., 2022).

3.1.3 Personal Emotional Intelligence (EI)

Factor

Another factor that is a significant predictor of FLCA

is trait EI. Mayer and Salovey define EI as a person's

ability to perceive emotions and feelings of themself

and their surroundings and the ability to regulate their

activities with what they perceive. When perceiving

negative emotions, such as embarrassment, tension,

and fear, learners with higher EI can control and even

exploit them and relieve stress, thus maintaining a

favorable attitude (Han et al., 2022). Studies show

that students who perform better on the EI test have

less experience with FLCA (Resnik & Dewaele,

2023).

3.1.4 Personal Ability Factor

When the learners' language ability is insufficient, it

may also cause language anxiety. For example,

during the early stages of language development,

learners' low proficiency interacts with their self-

abasement of ability. That may make them feel very

uneasy when speaking in front of others. Due to the

immaturity of the second language relative to the first

language, it can also present problems in real

communication in the second language. The most

common problem for anxious foreign language

students seeking help in class may be difficulty

speaking in class (Horwitz et al., 1986).

3.2 Classroom Teaching Factors

This part categorizes teaching environment factors

into classroom intervention factors and teacher style

factors. Classroom intervention factors refer to the

conscious measures taken by teachers during the

teaching process to improve students' learning

outcomes. Teacher style factors refer to the emotional

attitudes demonstrated by teachers during the

teaching process, which can affect students'

psychological states and thereby significantly

influence their levels of FLCA.

3.2.1 Classroom Environment Factors

Classroom interventions are categorized as student-

student interactions, student-teacher interactions,

self-management, and mood boosters (Toyama &

Yamazaki, 2021) In terms of student-student

interactions, through group collaboration, students

can learn in a supportive environment. Positive

feedback and encouragement among students help

enhance learners' self-confidence and reduce anxiety

caused by loneliness. Regarding student-teacher

interactions, teachers create an inclusive classroom

atmosphere and provide positive feedback and

encouragement to students, making them feel

accepted and understood, which can significantly

reduce students' anxiety. As for self-management,

teaching students effective learning strategies and

skills, such as time management and note-taking

techniques, can help them better cope with learning

tasks and reduce anxiety caused by learning

difficulties. In terms of mood boosters, interesting

classroom activities and a relaxed learning

environment can stimulate students' positive

emotions.

However, the design of classroom activities by

teachers needs to be within a reasonable range.

Overly competitive activities or environments

lacking cooperation and support may intensify

learners' anxiety (Dewaele & MacIntyre, 2014).

Therefore, creating a supportive and collaborative

learning environment is crucial for reducing FLCA.

3.2.2 Teaching Factors

Teachers' emotional factors can significantly affect

students' FLCA. Teachers' anxiety may be

unintentionally transmitted to students (Gannoun &

Diana Deris, 2023). If teachers exhibit nervousness or

lack of confidence in the classroom, students may

pick up on these emotions, thereby increasing their

anxiety levels. This phenomenon is known as

"emotional contagion". Teachers' emotional states

can be conveyed to students through nonverbal hints,

such as facial expressions, tone of speech, and body

language. Negative emotions from teachers can affect

the classroom atmosphere. At the same time, it leads

to students developing a resistant attitude. At the

same time, in English-medium instruction contexts,

the extent of teachers' linguistic support and

encouragement is an important factor affecting

students' anxiety. By providing clear linguistic input

and positive feedback, teachers can help students

better understand and participate in classroom

activities, thereby reducing their anxiety levels.

Teachers' encouragement and praise can make

A Review of the Factors of Foreign Language Classroom Anxiety

601

students feel joy and a sense of achievement in

learning, enabling them to participate more actively

in classroom activities and learning tasks.

4 SUGGESTIONS

4.1 Creating a Relaxed Classroom

Atmosphere

When dealing with anxious students, teachers have

two options: one option is to help students learn to

cope with the existing anxiety-provoking situation.

The other one is that teachers can make the learning

context less stressful (Horwitz et al., 1986). So,

creating a relaxed classroom atmosphere is

significant for teachers. With the constant reform and

innovation of education, foreign language teaching

has gradually converted from pure consequentialism

to more focusing on students' psychological factors,

advocating the learning methods of experiencing,

practicing, participating, exploring, communicating,

and cooperating. Besides, strengthening the

interaction between teachers and students is also

necessary access, which can play the active role of

learners and promote automatic and independent

good language learning. Focus on students'

participation, enhance the emotional interaction

among teachers and students, and reduce students'

FLCA. At the same time, it can also build a

harmonious relationship between teachers and

students and create a good Foreign language learning

environment (He & Wang, 2020)

4.2 Personalized Education

Personalized education is a teaching strategy that

adjusts teaching contents and methods according to

student's interests, abilities, and learning styles (Fu,

2024). Liu and Deng emphasized the importance and

necessity of personalized education. He believed that

personalized teaching for university students was the

fundamental way of cultivating innovative ability. In

the course of foreign language acquisition,

personalized education is a significant part. When

learning spoken foreign languages which emphasize

individual language sense, different FLL have

different situations. So, it is more targeted to have

one-on-one classes face-to-face. With the help of

correct teaching methods, learners will make faster

progress. In addition, the different foreign language

learning habits of each person will have different

effects on the learning situation. Some learners

habitually increase their vocabulary by memorizing

words, while others habitually increase their

vocabulary by reading a lot of literature. Some

learners are used to discussing with group members

to increase their proficiency in language application,

while others are used to practicing on their own. This

requires teachers to allocate teachers reasonably and

assign different course tasks and learning tasks

according to learners' learning habits so that they can

learn foreign languages more efficiently.

Therefore, teachers should design personalized

education activities according to students' differences

in educational backgrounds, family backgrounds,

FLCA levels, learning styles, and so on, and replace

input teaching with guided teaching. Dynamically

adjust educational resources and teaching strategies

according to students' learning behaviors, abilities,

and needs.

Besides personalized education can also It can be

categorized into various types: based on different

teaching approaches, it can be separated into in-

person instruction and virtual teaching; based on

different learning styles, it can be separated into

tailored teaching and blended teaching. Differentiated

teaching is a method of providing personalized

learning tasks and allocating corresponding teaching

resources according to students' different situations so

that they can adapt to the learning content more

quickly and reduce their FLCA. Mixed teaching

combines the advantages of face-to-face teaching and

online teaching. Through online courses and offline

courses, students can flexibly adjust their learning

time to meet their different needs, which can provide

students with more diversified learning resources and

reduce FLCA to a certain extent.

The research shows that teachers can achieve

personalized education through the following seven

points: First, the personalized design of teaching

content; Second, the personalized arrangement of

learning tasks. Third, personalization of feedback and

evaluation; Fourth, role changing of the teachers.

Fifth, personalized support for collaboration and

social learning; Sixth, personalized management of

emotional and motivational factors; and Seventh, data

analysis and decision support (Liu & Deng, 2001).

Teachers should provide students with real-time

feedback to make students clear their current tasks so

that they can better adjust their mentality. As the role

of the teacher and the guide of students, they should

understand the emotional dynamics of students and

help students to match suitable partners to promote

mutual learning. As a result, students will

communicate more smoothly with peers. In the end,

their FLCA will be reduced.

IESD 2025 - International Conference on Innovative Education and Social Development

602

5 CONCLUSION

This review aims to explore the causes of FLCA. It is

pointed out that learners' personality, psychology,

ability, classroom environment, and teaching factors

are important factors in the formation of FLA. It can

help teachers deal with the students' language anxiety

from the origin, optimizing teaching schemes and

improving the teaching results. Future research

should focus on exploring the unique causes of EFL

classroom anxiety and effective coping strategies for

learners at low learning levels. At the same time, it

should strengthen the research on the causes of

anxiety in the environment of online teaching and

multimedia technology to adapt to the development

trend of modern education.

AUTHORS CONTRIBUTION

All the authors contributed equally, and their names

were listed in alphabetical order.

REFERENCES

Arnold, J., & Brown, H. D. 1999. 1 A map of the terrain.

Affect on Language Learning 1.

Aziz, S., Ibrahim, R., & Abubaker, B. 2022. Social anxiety

symptoms as predictors of foreign language speaking

anxiety among Kurdish EFL students: Mediating role

of acceptance and action. Journal of Garmian Univer-

sity 9(3): 340-351.

Botes, E. L., Dewaele, J. M., & Greiff, S. 2020. The power

to improve: Effects of multilingualism and perceived

proficiency on enjoyment and anxiety in foreign lan-

guage learning. European Journal of Applied Linguis-

tics 8(2): 279-306.

Dewaele, J. M., & MacIntyre, P. D. 2014. The two faces of

Janus? Anxiety and enjoyment in the foreign language

classroom. Studies in Second Language Learning and

Teaching 4(2): 237-274.

Dewaele, J. M., Özdemir, C., Karci, D., Uysal, S., Özdemir,

E. D., & Balta, N. 2022. How distinctive is the foreign

language enjoyment and foreign language classroom

anxiety of Kazakh learners of Turkish? Applied Lin-

guistics Review 13(2): 243-265.

Dewaele, J.-M. 2013. The link between foreign language

classroom anxiety and psychoticism, extraversion, and

neuroticism among adult bi- and multilinguals. The

Modern Language Journal 97(3): 670-684.

Dewey, D. P., Kirk Belnap, R., & Steffen, P. 2018. Anxiety:

stress, foreign language classroom anxiety, and enjoy-

ment during study abroad in Amman, Jordan. Annual

Review of Applied Linguistics 38: 140-161.

Duan, Y. 2023. Landscapes of Fear. Jiangsu: Yilin Press.

Fu, H. 2024. Personalized education strategy research--

combining adaptive learning technology and blended

learning. Education and Teaching Forum (28): 134-

137.

Gannoun, H., & Diana Deris, F. 2023. Teaching anxiety in

the foreign language classroom: A review of literature.

Arab World English Journal (AWEJ) 14.

Han, S., Li, Y., & Haider, S. A. 2022. Impact of foreign

language classroom anxiety on higher education stu-

dents academic success: Mediating role of emotional

intelligence and moderating influence of classroom en-

vironment. Frontiers in Psychology 13: 945062.

He, H., & Wang, Y. 2020. Review and reflection on the re-

search on foreign language learning anxi-

ety(2001~2018)--Visual analysis based on a highly

cited paper. Contemporary Foreign Language Studies

(03): 68-82.

Horwitz, E. K., Horwitz, M. B., & Cope, J. 1986. Foreign

language classroom anxiety. The Modern Language

Journal 70(2): 125-132.

Krashen, S. 1982. Principles and practice in second lan-

guage acquisition.

Liu, J., & Deng, M. 2001. Personalized education: the fun-

damental way to cultivate college students' innovative

ability. Social Sciences in Jiangxi (5): 129-131.

MacIntyre, P. D., & Gardner, R. C. 1989. Anxiety and sec-

ond‐language learning: Toward a theoretical clarifica-

tion. Language Learning 39(2): 251-275.

MacIntyre, P., & Gregersen, T. 2012. Emotions that facili-

tate language learning: The positive-broadening power

of the imagination. Studies in Second Language Learn-

ing and Teaching 2(2): 193-213.

Papi, M., & Khajavy, H. 2023. Second language anxiety:

Construct, effects, and sources. Annual Review of Ap-

plied Linguistics 43: 127-139.

Paul Sun, P., & Jun Zhang, L. 2022. Effects of

translanguaging in online peer feedback on Chinese

university English-as-a-foreign-language students'

writing performance. Relc Journal 53(2): 325-341.

Resnik, P., & Dewaele, J. M. 2023. Learner emotions, au-

tonomy, and trait emotional intelligence in 'in-person

versus emergency remote English foreign language

teaching in Europe. Applied Linguistics Review 14(3):

473-501.

Toyama, M., & Yamazaki, Y. 2021. Classroom interven-

tions and foreign language anxiety: A systematic re-

view with a narrative approach. Frontiers in Psychol-

ogy 12: 614184.

A Review of the Factors of Foreign Language Classroom Anxiety

603