Reducing Language Anxiety through Scaffolding in EFL Classrooms

Abstract

Anxiety in foreign language learning is a common challenge that frequently hinders students from actively participating in classroom activities. For instance, feelings of nervousness, fear of making mistakes, and worry about negative judgment often occur in English as a Foreign Language (EFL) classrooms. If not appropriately addressed, this anxiety can impact on students’ motivation and self-confidence in the long term. From this issue, this study aims to explore how teachers’ scaffolding can help students lower this anxiety. To obtain a comprehensive understanding of this issue, a case study design was employed, utilizing qualitative data collection approaches. This study utilized the FLCAS questionnaire, adapted from Horwitz et al. (1986), as an initial instrument to identify students' anxiety levels. To thoroughly address the research objectives, primary data were collected through semi-structured interviews with eight students and three teachers, selected through purposive sampling, as well as classroom observations. From the interview section, the data findings revealed that scaffolding techniques such as corrective feedback and collaborative learning were considered effective in creating a more supportive learning environment. As a contribution to the language teaching field, this study is expected to serve as a foundation for developing more responsive pedagogical practices and opening opportunities for future research into the effectiveness of scaffolding in various contexts.