MANAGING FOREIGN LANGUAGE CLASSROOM ANXIETY: A CASE STUDY OF INTERACTIONS BETWEEN EFL STUDENTS

Abstract

This case study was conducted in an American university between two international students from China Mainland in an effort to contribute insights into the sources of managing foreign language classroom anxiety (FLCA). Data was collected through qualitative techniques in a period of 16 weeks. The Foreign Language Classroom Anxiety Scale (FLCAS) was first utilized as a screening tool to measure anxiety and later as a method to categorize causes of FLCA. The results showed that students were able to manage, or at least reduce most of the anxieties but unable to manage all of them. The results also showed the methods that the students utilized, among which included enlarging vocabulary, seeking help after class, previewing the chapters, going to office hours, participating in group discussion, doing positive thinking, preparing for class, gathering study group, discussing questions with good students, rehearsing oral activities, practicing speaking skills by talking to oneself, speaking slowly, going to teaching assistants, and studying for tests. The study suggested that joint effort of teachers and students should be made to better help students manage classroom anxiety.

Keywords: foreign language classroom anxiety (FLCA), manage, case study, EFL students