Addressing Language Anxiety in the EFL Classroom: EFL Teachers’ Perspective
DOI:
https://doi.org/10.17507/tpls.1407.30Keywords:
language anxiety, foreign language teaching, EFL teachers, classroom interventions, student-centered approachAbstract
This study examines the issue of language anxiety in the EFL classroom from the perspective of EFL teachers, aiming to understand their views, experiences, and strategies for addressing anxiety while offering practical recommendations. It takes a comprehensive approach by exploring the creation of supportive environments, the use of communicative activities, the provision of explicit strategy instruction, and the implementation of relaxation techniques. The study integrates relevant research with teacher input to identify gaps in the literature and emphasize individualized support. Ultimately, focusing on teachers’ viewpoints and endorsing a multilayered approach across professional learning, classroom practices, and student services, the study contributes unique insights and recommends establishing an anxiety-reducing learning environment through communication, collaboration, coping strategies, and a holistic framework coordinated across levels of the education system.
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