| dc.description.abstract | The present study aims to explore teachers’ and pupils’ knowledge of and perspectives on
foreign language anxiety (FLA) in Norwegian lower secondary schools. The focus on
communication and oral skills is increasing in the English foreign language (EFL) subject in
Norway and the Norwegian society. Learning a foreign language can be challenging, and FLA
may hinder pupils in acquiring English. Therefore, EFL teachers should take steps to ensure
that their pupils have the best possible requisites for learning English.
The theoretical framework for the present study is drawn from previous research on
FLA, 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 a
challenge for certain pupils. Foreign language anxiety can cause pupils to avoid FL learning
situations, as the anxiety causes them to feel nervous, worried, and tense. However, certain
previous studies also argue that some amount of anxiety can enhance foreign language
enjoyment (Horwitz et al., 1986; Nilsson, 2019; Boudreau et al., 2018; Norwegian Directorate
for Education and Training, 2024).
This thesis aimed to explore how teachers and pupils relate to FLA, whether they are
aware of the issue, and which strategies they apply to decrease anxiety. The methodology of
the present study was qualitative, and semi-structured interviews were employed to
investigate nine participants’ perspectives, thoughts, and feelings toward FLA. Further, the
teachers’ and pupils’ specific strategies for alleviating FLA were included.
The present study’s findings suggest that the teachers were aware of FLA even though
they were unfamiliar with the term. Some of the pupils also understood the concept, yet most
did not know whether they had experienced it or not. The teachers noticed when their pupils
were anxious as they often expressed discomfort or attempted to avoid situations. The pupils
also mentioned feeling uncomfortable in oral communication and assessment situations in the
EFL classroom. To decrease FLA, the majority of the participants highlighted the importance
of a positive classroom environment and good relations between the teachers and pupils, in
addition to creating groups where the pupils were comfortable. | |
