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STRATEGIES FOR REDUCING ANXIETY IN
EFL CLASSROOM: AN ACADEMIC REVIEW
ESTRATEGIAS PARA REDUCIR LA ANSIEDAD EN LAS
CLASES DE INGLÉS COMO LENGUA EXTRANJERA
Karina Fernanda Sotomayor Cantos
Universidad Técnica Estatal de Quevedo, Ecuador
María Belén Baños Coello
Universidad Técnica Estatal de Quevedo, Ecuador
Jorge Andrés Córdova Pintado
Universidad Técnica Estatal de Quevedo, Ecuador
Luis Alfredo Camacho Castillo
Universidad Técnica Estatal de Quevedo, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i2.11117
Strategies for Reducing Anxiety in EFL Classroom: An Academic Review
Karina Fernanda Sotomayor Cantos1
ksotomayor@uteq.edu.ec
https://orcid.org/0000-0002-6134-1875
Universidad Técnica Estatal de Quevedo
Ecuador
María Belén Baños Coello
mbanos@uteq.edu.ec
https://orcid.org/0000-0002-7312-3058
Universidad Técnica Estatal de Quevedo
Ecuador
Jorge Andrés Córdova Pintado
jcordovap@uteq.edu.ec
https://orcid.org/0009-0006-6255-7455
Universidad Técnica Estatal de Quevedo
Ecuador
Luis Alfredo Camacho Castillo
lcamacho@uteq.edu.ec
https://orcid.org/0000-0003-1192-2804
Universidad Técnica Estatal de Quevedo
Ecuador
ABSTRACT
Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners'
performance and overall language acquisition. This theoretical review examines recent research
findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative
methodologies and empirical studies from the past five years, the review highlights various factors
contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and
teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for
measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The
review identifies several strategies to alleviate anxiety, such as creating a supportive environment,
delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation
techniques. Additionally, interventions like game-based learning, music instruction, and cooperative
learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL
learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective
feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive
to language acquisition. Ultimately, the review emphasizes the importance of understanding and
addressing anxiety to promote successful language learning outcomes in EFL classrooms.
Keywords: anxiety, effective techniques, EFL classroom, language learning, teacher role
1
Autor principal.
Correspondencia: ksotomayor@uteq.edu.ec
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Estrategias para Reducir la Ansiedad en las Clases de Inglés como Lengua
Extranjera
RESUMEN
La ansiedad es un problema importante en las aulas de inglés como lengua extranjera (EFL), que afecta
el desempeño de los estudiantes y la adquisición general del idioma. Esta revisión teórica examina los
hallazgos de investigaciones recientes y técnicas efectivas para reducir la ansiedad en entornos de inglés
como lengua extranjera. Basándose en metodologías cualitativas y estudios empíricos de los últimos
cinco años, la revisión destaca varios factores que contribuyen a la ansiedad, incluida la baja autoestima,
el miedo a cometer errores y la presión de compañeros y profesores. La Escala de Ansiedad en el Aula
de Idiomas Extranjeros (FLCAS) surge como una herramienta valiosa para medir la ansiedad,
centrándose en la ansiedad ante los exámenes, la ansiedad por la comunicación y el miedo a las malas
calificaciones. La revisión identifica varias estrategias para aliviar la ansiedad, como crear un entorno
de apoyo, retrasar la corrección de errores, brindar amplias oportunidades de práctica oral e incorporar
técnicas de relajación. Además, intervenciones como el aprendizaje basado en juegos, la enseñanza de
música y las actividades de aprendizaje cooperativo resultan prometedoras para reducir la ansiedad y
mejorar la motivación entre los estudiantes de inglés como lengua extranjera. La revisión subraya el
papel fundamental de los profesores a la hora de mitigar la ansiedad al ofrecer retroalimentación eficaz,
facilitar la práctica del habla y fomentar un ambiente acogedor en el aula que propicie la adquisición
del idioma. En última instancia, la revisión enfatiza la importancia de comprender y abordar la ansiedad
para promover resultados exitosos en el aprendizaje de idiomas en las aulas de inglés como lengua
extranjera.
Palabras claves: ansiedad, técnicas efectivas, aula de inglés como lengua extranjera, aprendizaje de
idiomas, rol del profesor
Artículo recibido 23 Marzo 2024
Aceptado para publicación: 25 abril 2024
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INTRODUCTION
As students enter the world of English as a Foreign Language (EFL) instruction, they set out on a path
that goes beyond simple language learning. In the pursuit for comprehension and fluency, worry stands
as a powerful barrier that may inhibit growth and kill motivation. Learning a new language can be
exciting, but it can also be stressful and cause self-doubt in a lot of EFL students.
Anxiety is an unhealthy way to show emotion in people. We experience trepidation, worry, and fear
when we are apprehensive. We sweat, tremble, battle, and our hearts race. In general, anxiety can be
described as a complicated term that depends on assessments of perceived risks in specific
circumstances as well as one's sense of self-efficacy. (Tobias, 1997)
It can stem from various causes, for instance: fear of mistakes, performance pressure, linguistic
challenges, cultural differences, negative past experiences, peer comparison, teacher expectations, and
others.
Anxiety can take many different forms in the dynamic environment of the EFL classroom, where
language barriers disappear, and cultural subtleties converge. This can make it difficult for students to
express themselves clearly and participate completely in the learning process. There is no denying the
influence that anxiety has on language learners, whether it comes from performance anxiety during
speaking exercises, a fear of making mistakes, or a sense of overload from unknown grammar rules.
This article aims to shed light on the complex relationship that exists between anxiety and language
learning in EFL classrooms by providing a thorough analysis of several methods for reducing anxiety
in students. Using the knowledge gained from this study, we set out on a quest to find novel ways to
help EFL learners develop resilience, self-assurance, and language skills.
METHODOLOGY
This section describes the methodologies applied in the present article review. It discusses the research
strategy in terms of data collection, research article selection for sample, and analysis to compile a
publishing review.
The current study is a theoretical review that uses a qualitative methodology to help identify some
effective anxiety-reduction techniques for EFL classrooms. A search was conducted in the Google
Scholar database with a temporal restriction of the last five years (2019–2024) to gather the articles that
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were included in the literary review. Citable documents and the type of literature (articles) were also
considered. The investigation was completed in March 2024
After applying the previously indicated criteria to the search, a particular focus was put on titles that
discussed methods or approaches for lowering anxiety in EFL classes. Each article's abstract, findings,
and conclusion were read to determine which ones fit the requirements of the investigation. Excluded
explicitly were articles published before 2019 and those whose technique was applied to anxiety in a
different subject.
RESULTS AND DISCUSSION
In this literature review, 10 articles were included that referred to the aforementioned criteria. This
sample is presented in Table 1.
Table 1 Analyzed sample
Database
Year of
publication
Authors
Scholar
Google
2020
Sayeed Asif
Akramy
Scholar
Google
2020
Netta, Trisnawati
& Helmanda
Scholar
Google
2021
Öztürk, & Öztürk
Scholar
Google
2021
Takako Inada
Scholar
Google
2022
Ahmed, Ampry,
Komariah, Hassan,
Thahir, Hussein, &
Zafarani
Scholar
Google
2021
Öztürk Elçin
Scholar
Google
2020
Abdurahman, &
Rizqi
Scholar
Google
2020
Mir, Meigouni, &
Shirkhani
Scholar
Google
2020
Asmalı, & Dilbaz
Scholar
Google
2020
Topkçu, & Başbay
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The results of the literary review are described below:
According to certain research, anxiety is a significant issue in EFL classrooms and can be caused by a
variety of complex factors, including low self-esteem and confidence, a fear of making mistakes and
drawing ridicule, and competitiveness (Jackson, 2002).
The Foreign Language Classroom Anxiety Scale (FLCAS) is one of the useful tools for measuring
anxiety. This measure is based on three variables: exam anxiety, communication anxiety, and fear of
receiving a poor grade (Horwitz, Horwitz, & Cope, 1986); this tool was used in some articles analized
below.
Akramy (2020) conducted a qualitative study which explores the experiences of seven Afghan EFL
students regarding speaking anxiety. Three main themes emerged: students' perceptions of anxiety in
speaking, reasons for speaking anxiety, and the effects of speaking anxiety on performance along with
coping strategies. Participants reported both positive and negative perceptions of speaking anxiety, with
some seeing it as a motivator while others viewed it as a hindrance to performance. Reasons for anxiety
included on-the-spot correction by teachers, low proficiency, and insufficient time for activities. Coping
strategies included daily speaking practice, watching videos of English speakers, creating a relaxed
atmosphere, and using relaxation techniques like deep breathing and body language. The study suggests
recommendations for teachers to create a supportive environment, delay error correction, and provide
more opportunities for speaking practice. Future research is needed to explore speaking anxiety from
broader perspectives and include the perceptions of both students and teachers in various contexts.
Netta et al., (2020) explored foreign language anxiety (FLA) among university students during English
presentations, aiming to identify moments of high anxiety, coping strategies employed, and changes in
strategies across different anxiety levels. Stimulated recall was used with five non-English major
students, revealing varying anxiety levels and coping strategies. Moments triggering anxiety included
the beginning of presentations and random selection for speaking. Anxiety led to forgetfulness and
careless actions, despite adequate preparation. Strategies to reduce anxiety included relaxation
techniques and positive thinking. Lower anxiety students exhibited a wider range of coping strategies
compared to highly anxious ones, who tended to employ monotonous and avoidance strategies. These
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findings suggest the importance of addressing individual anxiety levels and teaching diverse coping
mechanisms to alleviate FLA in language learning contexts.
Öztürk et al., (2021) investigated the impact of incorporating mini-speeches, presentations, and
scaffolded feedback on reducing English as a foreign language (EFL) learners' speaking anxiety. The
participants were 52 university freshman students, and data were collected over a 14-week oral
communication course. Pre- and post-tests using a foreign language speaking anxiety scale (FLSAS)
were conducted for quantitative analysis, along with qualitative data from reflection reports and a focus
group interview. Results showed a significant decrease in participants' EFL speaking anxiety by around
thirty percent. Feedback sessions were particularly effective, leading to increased self-confidence, more
speaking opportunities, and learning from mistakes. The study employed a mixed-method design,
combining quantitative and qualitative approaches, to comprehensively understand the impact of the
intervention. The process involved mini-speeches, presentations, and scaffolded feedback, resulting in
decreased anxiety levels among EFL learners.
Inada (2021), aimed to investigate how teachers in Japan managed students' foreign-language classroom
anxiety (FLCA) to improve their communication skills, particularly in an English as a foreign language
(EFL) context. The researchers conducted semi-structured interviews with six teachers and identified
various strategies they used to decrease students' anxiety levels. These strategies included increasing
opportunities for speaking practice, creating a risk-free classroom environment, utilizing group
dynamics effectively, and employing an English-only rule in the classroom. The teachers also suggested
ways to decrease stress levels and increase speaking practice through pair/group work. Overall, the
study emphasized the importance of creating a positive learning environment and encouraging students
to be independent learners. The findings suggest that implementing these strategies could help decrease
students' anxiety levels and improve their communication skills in the target language.
Ahmed et al., (2022), investigated the effects of game-based learning on Iranian EFL learners' language
anxiety and motivation. Fifty-eight intermediate EFL participants were divided into control and
experimental groups. Questionnaires were administered as pre-tests, followed by game-based learning
for the experimental group and traditional instruction for the control group. Post-tests revealed reduced
anxiety and increased motivation in the experimental group. The results support previous research on
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the effectiveness of game-based learning in language education, showing improvements in vocabulary
acquisition, pronunciation, and speech act learning. The study suggests that game-based learning can
enhance motivation, reduce anxiety, and improve language learning outcomes among EFL learners.
With a survey methodology, Öztürk (2021) sought to investigate students' metacognitive listening
methods, listening anxiety, and potential relationships between these two research topics in English as
a foreign language (EFL) courses. Using convenience sampling, the study's participants were 112 first-
year students enrolled in a listening and comprehension course at a Turkish university. They have an
upper-intermediate proficiency level. There were 45 male pupils and 67 female students, ages ranging
from 18 to 20. The Foreign Language Listening Anxiety Scale was utilized to gauge participants'
listening anxiety, and the Metacognitive Awareness Listening Questionnaire was employed to determine
which strategies they applied. Descriptive statistics and a statistical tool were used to analyze the
gathered data. The results showed that the participants' foreign language listening anxiety was moderate.
Problem-solving strategies were shown to be the most frequently utilized metacognitive listening
strategies, whilst mental translation strategies were found to be the least frequently used. Additionally,
a weak positive correlation was discovered between the individuals' use of listening strategies and their
level of listening anxiety. Moreover, there was no discernible difference in the kinds of metacognitive
listening strategies used by low, moderate, and high anxiety learners.
The objectives of Abdurrahman and Rizqi (2020) were to pinpoint the precise times when students
experience the greatest levels of anxiety, look into their coping mechanisms, and note how these
mechanisms vary depending on the stage of language learning at which the students are. Five 18–20-
year-old non-English majors from two distinct classes at a public institution in Indonesia participated
in the study, which involved them giving English presentations. Two English language teachers assisted
the authors as they served as observers and interviewers for the course of three weeks of this qualitative
study, which was divided into three sessions. The results indicate that they exhibited varying degrees of
nervousness, which led to multiple mishaps throughout the presentation. Those with high anxiety levels
tended to use coping mechanisms that were repetitive and resignation-based. According to this study,
before starting a new term or semester, teachers should consider how anxious their pupils are. When
dealing with extremely nervous learners, they can introduce them to different coping mechanisms.
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Meigouni and Shirkhani (2020) researched the oral communication strategies (OCS) used by Iranian
intermediate EFL learners and the correlation between these strategies' use and the learners' anxiety
levels and self-efficacy views. In order to do this, convenience sampling was used to choose 160
individuals. There were 88 female and 72 male participants in the sample. Participants' ages ranged
from eighteen to thirty-five. The Oral Communication Strategy Inventory, the Foreign Language
Classroom Anxiety Scale, the General Self-Efficacy Questionnaire, and the Quick Placement Test were
the four tools used. Furthermore, the findings indicated a substantial negative correlation between the
learners' anxiety level and OCS and a significant positive correlation between the learners' OCS and
their self-efficacy views. The results suggest that OCS can help EFL learners feel more confident in
their abilities and experience less anxiety.
Asmali and Sayin (2020) investigated whether teaching English songs may improve students'
performance on foreign language exams and reduce classroom anxiety among foreign language
learners. There were 161 tenth graders (16–17 years old in Turkey) among the participants. The study
commenced with the administration of a pre-test, the foreign language classroom anxiety scale
(FLCAS), which identified the participating classes as high anxiety (two classes) and low anxiety (two
courses). In two experimental classrooms, four songs selected by the students through voting were
taught to them over the course of four weeks. The design included a post-test as well. The findings
showed that teaching students' favorite English songs in regular English sessions reduced FLCA for all
students, while those with greater anxiety levels benefited more. Additionally, the results indicated that
using song instruction improved students' performance on foreign language exams because there was a
drop in FLCA.
The impact of cooperative learning activities on the anxiety levels and attitude of English-speaking EFL
learners was studied by Topkçu and Başbay (2020). Nine 18–19-year-old preparatory school students
with a B1 proficiency level who enrolled in the English Language and Literature Department of a state
university in Turkey participated in this six-week action research study. The pre-test and post-test
measures were the Foreign Language Anxiety Scale and the Attitudes Towards English Course Scale.
Data was also gathered through focus group interviews and weekly evaluation forms. The results imply
that the fear of making mistakes is the primary cause of worry. Anxiety can also be caused by incorrect
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vocabulary choice, mispronounced words, and possibly even by mockery from peers. Students believe
that preparatory strategies, such as learning about the subject and preparing oneself for vocabulary
selection and sentence structure, are crucial. Learners look for welcoming, engaging classrooms that
eliminate or drastically lower their fear. Additionally, the findings demonstrated that group work
activities reduced students' fear and fostered a favorable attitude toward speaking in a classroom setting.
CONCLUSION
All in all, mastering English as a foreign language is an achievable goal. However, learning how to deal
with anxiety plays a relevant role in a successful learning process. Students tend to feel anxious at the
beginning of planned presentations or when selected randomly. The situation gets worse when they are
corrected by teachers right in the middle of the speech, since anxiety rises, as a result of their low level
of proficiency and the pressure of the limited time they have to perform. When the anxiety is high,
learners can not remember what to say even if they prepared beforehand. The main reason for it is that
they fear mistaking when selecting the words, or even mispronouncing them, as they believe their
classmates could find that laughable.
Among the strategies that help learners to reduce anxiety are: feeling relaxed and having positive
thoughts, practicing on a daily basis, listening to music, playing games, and watching videos, which
also increases self-confidence. They can also research deeply on the subject, the vocabulary and
sentence structure to use. On the other hand, teachers also play a significant role to help learners cope
with anxiety by providing effective feedback, giving them more opportunities to speak in pairs or
groups, to self-correct, teaching them using songs of their choice, and helping them use oral
communication strategies. All of these can be combined with a classroom environment where students
feel free to make mistakes but feel welcome to engage and learn at the same time.
Besides, to engage pupils successfully in the English learning process instructors must use the dynamic
of the group efficiently, and motivate them to communicate only in English, which will ultimately lead
them towards the goal of educators around the world, which is to see students become independent
learners.
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