Are Classroom-Based Strategies for Reducing Language Anxiety Truly Effective? A Meta-Analysis

• In Event: Learner Experience in Multimodal Contexts

Abstract

This meta-analysis examined the effectiveness of classroom-based strategies for reducing language anxiety in Second Language Acquisition (SLA). Eligible pre-post control design studies in second or foreign language anxiety literature were used to calculate the effect size. Thirty-five research articles, yielded 64 effect size estimates, incorporating approximately 1,705 language learners in the final analyses. Results indicated that the overall effect size of classroom-based strategies on language anxiety reduction in SLA was moderate to strong at g= 0.60 (p < 0.05). The study is the first meta-analysis quantitatively summarize the effectiveness of classroom-based strategies. Results support the classic theories in second language learning and provide guidelines for in-service teachers on creating a low anxiety learning environment.

Authors

• Lina Shu, Texas A&M University
  Presenting Author

• Xuan Zhou, Texas State University
  Presenting Author

• Tian Chen, Texas A&M University
  Presenting Author

• Sandra T. Acosta, Texas A&M University
  Presenting Author

• Zhihong Xu, Texas A&M University
  Presenting Author