Foreign language anxiety (FLA) is one of the most serious issues negatively impacting learners’ academic performance and discouraging them from expressing their thoughts confidently in the target language. It is a psychological barrier that often leads to reduced participation, lack of motivation, and avoidance of communication in English language classrooms. This article examines the major causes of foreign language anxiety and effective strategies for reducing it based on the studies of Offiong Effiong and Mohammad Ali Zarei. The analysis highlights how teacher-related factors such as dress code, age, tone of voice, and gender can influence students’ anxiety levels by shaping classroom atmosphere and teacher–student relationships. In addition, the article discusses the importance of creating a relaxed, supportive, and friendly classroom environment where learners feel emotionally safe and encouraged to take part in learning activities without fear of making mistakes. The findings suggest that peer collaboration, group discussions, role plays, and learner-centered activities can significantly reduce anxiety levels. These strategies not only help students feel more comfortable in the classroom but also improve their confidence in using the target language. Overall, the study indicates that reducing foreign language anxiety requires both positive teacher behavior and interactive classroom practices. By combining supportive teaching approaches with collaborative learning techniques, teachers can create a more effective learning environment that enhances learners’ academic performance, communication skills, and overall engagement in English language learning.
Pulatova et al. (Thu,) studied this question.