Getting Them Speaking: Classroom Social Factors and Foreign Language Anxiety

Abstract

This study, which focuses on foreign language anxiety (FLA) experienced by Japanese learners of English in four universities, explores causative agents by looking into the classroom. The research questions aim to explore how FLA is influenced by classroom social factors. The study adopted qualitative data collection procedures, and the field work took place over a period of 4 months. Data were obtained from observing the classes and interviewing 24 student and four teacher participants (two nonnative English speakers and two native English speakers). The findings of this study show that Japanese EFL learners experience higher levels of FLA as a result of the teacher's age, friendliness, tone of voice, and self‐presentation, as evidenced in their dress code. Other FLA predictors for higher anxiety were peer gender, familiarity, laughter, and a quiet class. Language teachers should therefore dress and appear less formal in class to alleviate FLA.