Abstract
Anxiety has been considered one of the main obstacles in second language learning in instruction-based contexts. During the last few decades, many scholars have tried to shed light on different aspects of this phenomenon. This literature review clarifies previous scholarly works and covers some of the most significant empirical studies conducted in this field. The purpose of this literature review is to review various aspects of foreign language anxiety, its corresponding theoretical frameworks and models, causes, consequences, gender differences, class modalities (face-to-face and online) and lastly, implications for educators. Foreign language anxiety is a significant barrier that hinders the learning a foreign language. Acknowledging different aspects of foreign language anxiety and the ways it affects the learning process, helps the educators adopt the best approach in providing the students with the most appropriate techniques to mitigate the anxiety level.
Recommended Citation
Fattahi Marnani, P., & Cuocci, S. (2022). Foreign Language Anxiety: A Review on Theories, Causes, Consequences and Implications for Educators. Journal of English Learner Education. (14)2.
Retrieved from https://stars.library.ucf.edu/jele/vol14/iss2/2
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Adult and Continuing Education Commons, Anthropological Linguistics and Sociolinguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Child Psychology Commons, Community Psychology Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons, School Psychology Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
