Second Language Anxiety and Its Impact on Classroom Participation

Second Language Anxiety (SLA) is a major factor which determines the involvement of learners in the English as Foreign Language (EFL) classrooms especially in oral and interactive tasks. The paper is based on the study of the effects of SLA on classroom engagement through a mixed-method design, which involves the Foreign Language Classroom Anxiety Scale (FLCAS), semi-structured interviews, and reflective journals in a group of 120 undergraduate EFL students. The results also suggest that high-anxiety learners have less oral participation, do not make spontaneous contributions, and scope their responses, but written and structured group activities are less influenced. Analysis via a theoretical framework of the Affective Filter Hypothesis by Krashen, Communication Apprehension by McCroskey, and a Self-Determination Theory demonstrates that anxiety acts as a psychological filter and a motivational deterrent which inhibits communication and engagement. Some of the pedagogical practices found to counter the effects of SLA and promote active participation include, task-based learning, small-group collaboration, scaffolding, autonomy support, and reflective practices. The current research demonstrates that learner-centered and context-sensitive interventions are needed to promote communicative competence and mitigate affective barriers in EFL classrooms.