A while ago, during the lockdowns, I conducted a research project and wrote a paper on it called, “Breaking the Silence: How Can English Foreign Language Teachers Mitigate Foreign Language Anxiety in Shy/Anxious Learners?” A few years later, it was published in Volume 19, Number 2 of the Korea TESOL Journal. And is still available to read online or in hard copy for those who want to explore the study more in depth, after reading this blog post summarising it.
The paper was peer-reviewed and evaluated by a number of EFL/ESL educators and experts, most notably perhaps, Dr. Kara Mac Donald of the Defense Language Institute in California. I mean, let's face it - whatever your stance on the military - they have the budget and resources to research and deep-dive whatever they do, and always discover the best practice for achieving their goal (or should I say mission?).
Oh, and on a side note - before we get started - The Defense Language Institute provides a fantastic range of free resources for language learners and teachers—check them out here. But I digress... before starting my research, I guess like many of you reading this, I'd never heard of Foreign Language Anxiety, and just assumed some children are 'shy in class'. But this thinking greatly downplays just how crippling Foreign Language Anxiety is. In fact, as I was to find out during my research, it shares a lot of the same symptoms as Post Traumatic stress disorder - better known as PTSD (Pyszczynski and Kesebir (2011) Sareen (2014).
So What Is Foreign Language Anxiety (also known as FLA)?
Well, briefly - yes - lots of students are shy. But many students also experience something called Foreign Language Anxiety (FLA). It's a form of extreme nervousness or fear that occurs to some people when speaking in a second language. And research suggests that nearly one-third of language learners suffer from FLA (Fallah, 2017), which can lead to avoidance behaviors, poor participation, and slower language acquisition.
How I Conducted My Research
To better understand how to reduce anxiety in the classroom, I conducted semi-structured interviews with nine experienced Foreign Language Teachers (EFLTs) who each teach children English as a second language. These educators shared their observations, experiences, and best practices for helping shy or anxious students participate in speaking activities.
The data was then thematically analyzed and coded using the online Quantitaive Data Analysis tool called Delve. Key insights were then extracted to form practical classroom recommendations which teacher could then implement in their lessons to help their learners..
So what did I find?
Well, the study revealed several surprising insights into what triggers FLA and how teachers can create a low-anxiety classroom environment. Overall though, the data highlighted
The Role of Classmates and Familiarity as being the two biggest factors at play. Here's how...
1. Peers Play a Crucial Role in Creating or Lowering Anxiety
One of the most striking findings was that classmates can both increase and reduce anxiety for shy learners.
How Peers Contribute to Anxiety:
- Fear of Judgment – Students are most anxious about how they will be perceived by their peers, not necessarily their teacher.
- Speaking in Front of the Class – This was the most feared activity.
- Mistakes = Embarrassment – Anxious learners felt they would “lose face” if they made errors.
How Peers Can Reduce Anxiety:
- Small Group Work (SGW) – When students worked in small, supportive groups, anxiety levels decreased significantly. This is another reason why The Kagan Teaching Method, which I also first learned about during this study, is so powerful.
- Peer-to-Peer Learning – Having a trusted partner to practice with helped students feel more confident.
2. Familiarity Is a Powerful Tool Against Anxiety
Unsurprisingly, students felt less anxious when they knew what to expect. Unfortunately, most teachers did not actively inform students about upcoming lessons or assign preparatory tasks.
Just so you know, here are some quick ways to build familiarity:
• Use Sample Answers – Give examples of “good answers” before asking students to speak.
• Pre-Lesson Preparation – Give students a preview of the next class topic to reduce uncertainty.
• Use Games for Pre-Teaching – Instead of using games only as a post-lesson activity, integrate them before speaking tasks to make the topic feel familiar and low-risk.
Practical Strategies for Reducing Foreign Language Anxiety in the Classroom
So, what does all that mean? Well, again, based on the research findings, I developed a three-step framework that teachers can implement to help shy and anxious foreign language learners:
1. Immediate Classroom Strategies (Quick Fixes)
- Never Put Students on the Spot – Instead of cold-calling, allow voluntary participation.
- Pair Work Before Speaking in Groups – Let students practice with one partner first before speaking in front of a larger audience.
- Praise & Positive Reinforcement – Build confidence by celebrating small successes.
2. Aspirational Goals (Long-Term Improvements)
- Create a Safe Learning Environment – Foster a supportive, non-competitive classroom culture.
- Build Trust with Students – Engage in regular one-on-one conversations to reassure anxious learners.
- Use Familiar Topics – Let students talk about subjects they know well to increase confidence.
3. A Radical Approach: Group-Centered Teaching Model
My research proposes a Group-Centered Tuition Teaching Model (GCTTM)—a socially supportive classroom structure where learning is built around peer collaboration. It's a little too complex to explain here, but here's the gist of it.
How It Works:
- The traditional classroom set-up is done away with.
- Students are taught sitting down in a close-contact circular setting to build trust.
- Classroom interactions focus on cooperation rather than competition.
- Teachers take on a facilitator role, guiding rather than leading discussions.
- Familiarity is built into each step of proceedings with special lesson sheets.
This approach ensures that students learn in a psychologically safe environment, reducing stress and promoting language confidence.
Final Thoughts: Why This Research Matters
Foreign Language Anxiety (FLA) can be a major obstacle to language learning. My research showed that it not only affects children in the classroom, it can have far-reaching and devestating effects in their wider lives too. Liu and Jackson (2008), found that language anxiety can persist into adulthood, influencing career opportunities, social interactions, and overall confidence, mirroring findings by Horwitz et al. (1986) that FLA can lead to long-term avoidance behaviors, limiting professional and social opportunities.
For example, imagine a university graduate applying for an international job where English proficiency is required. Despite having studied English for years, they experience intense anxiety when speaking in professional settings. They avoid job interviews in English, hesitate to speak in meetings, and even turn down promotions requiring communication in a foreign language.
However, by understanding anxiety triggers and implementing structured, low-risk speaking opportunities, teachers can help even the shyest learners find their voice and go on to live their lives to the fullest and reach their full potential.
Want to Learn More? Read the Full Research Paper
So, if you want to know more and are interested in a deeper dive into the research, my paper “Breaking the Silence: How Can English Foreign Language Teachers Mitigate Foreign Language Anxiety in Shy/Anxious Learners?” is published in Volume 19, Number 2 of the Korea TESOL Journal. You can access it online or in hard copy for a comprehensive look at the data, analysis, and recommendations.
Anxiety Reducing Resources for Teaching EFL/ESL
And if you’re looking for a wide range of ready-to-use ESL teaching materials that will help reduce FLA and boost all your student's achivement, check out The Ethical English Store for a selection of over twenty Kagan teaching activities which have been proven to boost engagement and reduce the achiement gap between students in over 1000 studies. You'll find a wide range of effective and affordable teaching tools that are:
• Low-Anxiety Speaking Activities
• Cooperative Learning Resources
• Game-Based EFL Materials
By implementing evidence-based teaching strategies, we can empower students and create classrooms where all learners feel comfortable speaking English.
Have you worked with shy or anxious language learners? Share your strategies in the comments!