Strategies employed by EFL teachers to cope with language learners' classroom anxiety

Abstract

Language classroom anxiety is a significant concern for applied linguists and English language teachers. As an affective variable, foreign language anxiety has the potential to harm learners' language learning and performance. While the impact of language anxiety on the academic achievement of learners of English as a foreign language (EFL) has been extensively studied, little research has investigated the coping strategies of teachers to address learners' anxiety. This study aimed to explore such EFL teacher strategies in online English language classes, using a qualitative phenomenological research approach. The study involved in‐depth interviews with 20 teachers selected through theoretical sampling. The researchers used thematic analysis to analyze the interview data. The results revealed three factors that emerged from 24 identified coping strategies: creating a safe environment for EFL learners, utilizing learners' first language (L1), and engaging learners in classroom activities. These findings have theoretical and practical significance for teachers, educators, and administrators.