The effects of FLA in oral communication and assessment in the EFL classroom, and how teachers can contribute to decrease the anxiety: A case study of Norwegian lower secondary school teachers’ and pupils’ knowledge of and perspectives on FLA in the EFL subject, and what strategies they apply to alleviate FLA.
Abstract
The present study aims to explore teachers’ and pupils’ knowledge of and perspectives onforeign language anxiety (FLA) in Norwegian lower secondary schools. The focus oncommunication and oral skills is increasing in the English foreign language (EFL) subject inNorway and the Norwegian society. Learning a foreign language can be challenging, and FLAmay hinder pupils in acquiring English. Therefore, EFL teachers should take steps to ensurethat their pupils have the best possible requisites for learning English.The theoretical framework for the present study is drawn from previous research onFLA, which shows that FLA most frequently occurs in oral communication and assessment.As oral communication is highlighted in the Norwegian EFL subject curriculum, FLA poses achallenge for certain pupils. Foreign language anxiety can cause pupils to avoid FL learningsituations, as the anxiety causes them to feel nervous, worried, and tense. However, certainprevious studies also argue that some amount of anxiety can enhance foreign languageenjoyment (Horwitz et al., 1986; Nilsson, 2019; Boudreau et al., 2018; Norwegian Directoratefor Education and Training, 2024).This thesis aimed to explore how teachers and pupils relate to FLA, whether they areaware of the issue, and which strategies they apply to decrease anxiety. The methodology ofthe present study was qualitative, and semi-structured interviews were employed toinvestigate nine participants’ perspectives, thoughts, and feelings toward FLA. Further, theteachers’ and pupils’ specific strategies for alleviating FLA were included.The present study’s findings suggest that the teachers were aware of FLA even thoughthey were unfamiliar with the term. Some of the pupils also understood the concept, yet mostdid not know whether they had experienced it or not. The teachers noticed when their pupilswere anxious as they often expressed discomfort or attempted to avoid situations. The pupilsalso mentioned feeling uncomfortable in oral communication and assessment situations in theEFL classroom. To decrease FLA, the majority of the participants highlighted the importanceof a positive classroom environment and good relations between the teachers and pupils, inaddition to creating groups where the pupils were comfortable.