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Curing or Exacerbating Foreign Language Learning Anxiety?

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  • Hristiyana Slavova

    (University of National and World Economy, Sofia, Bulgaria)

Abstract

This article investigates foreign language learning anxiety within the general EFL context, examining its association with teacher behavior. Utilizing a self-report survey of 172 participants, the study analyzes the possible correlation between teacher dominance and student linguistic anxiety. The sample's diverse age tentatively suggests that this anxiety, regardless of current age, consistently stems from early language learning encounters. The results reveal a significant positive correlation (r = 0.60), indicating pedagogical harshness is strongly associated with linguistic inhibition, though the correlational design limits causal inferences. Ultimately, the study concludes that fostering psychological safety and mutual respect is crucial for overcoming threat rigidity and facilitating language acquisition.

Suggested Citation

  • Hristiyana Slavova, 2026. "Curing or Exacerbating Foreign Language Learning Anxiety?," Nauchni trudove, University of National and World Economy, Sofia, Bulgaria, issue 2, pages 161-178, July.
    • Handle: RePEc:nwe:natrud:y:2026:i:2:p:161-178
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    File URL: https://unwe-research-papers.org/bg/journalissues/article/11796
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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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