This qualitative study explores the influence of the learning environment on linguistic risk-taking among elementary school students. The study is divided into two phases. The first phase consists of developing practical ideas for the classroom based on a literature review. The second phase contains semi-structured expert interviews with two elementary school English teachers. The findings suggest that a positive classroom environment, feedback, and a positive attitude toward mistakes can support linguistic risk-taking. Furthermore, the proposed practical ideas, the English Experiment Corner and Tootling, may support linguistic risk-taking among young learners. Consequently, the learning environment can contribute to promoting linguistic risk-taking in elementary school.
Marlene Wenning (2025) studied this question.