A Situated Approach to the Understanding of Elusive Foreign Language Classroom Anxiety

Abstract

Although foreign language anxiety, considered as one of the most important negative factors affecting students' foreign language performance, has been receiving interest from researchers for decades, the literature suggests only limited number of studies which are grounded on dynamic approaches to explore the elusive nature of anxiety. Mainly focusing on the effects of error correction, native/non-native teacher instruction and presence of a video camera on students’ language anxiety in four different lessons, this mixed-method study aims to investigate the elusive foreign language classroom anxiety in as many different ways as possible in order to inspire a follow-up study. During these four lessons, On-line Anxiety and Liking Meter was used so as to observe participants’ levels of anxiety and liking in every 10 minutes, and Overall Anxiety and Liking Questionnaire was administered after each session. Additionally, retrospective interviews were conducted with the participants after each lesson. As it was difficult to have a fully coherent view due to the scope of the study and limited number of participants, several different situations resulting in certain insights were presented. The results suggested that error correction, speaking activities, video recording, low self-esteem and some exogenous factors caused anxiety arousal while task-based activities, ice-breakers and familiarity with teacher helped to reduce the anxiety. The findings revealed a significantly negative correlation between the anxiety and liking, and there was no difference between native and non-native teachers in terms of their effects on anxiety.