Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students

Abstract

Foreign language anxiety (FLA) is widely recognized as a significant affective factor influencing second language learning, particularly among non-native learners. Although the phenomenon has been extensively examined in global contexts, empirical evidence from Bangladesh remains limited. This study investigates the nature of foreign language anxiety among first-semester undergraduate students and explores the pedagogical strategies teachers use to mitigate it in Bangladeshi higher education. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data were collected from 42 English-major undergraduate students and 10 teachers at a university in Bangladesh through surveys, interviews, and classroom observations. Descriptive statistics, t-tests, and content analysis were used to analyze the data. The findings reveal moderate to high levels of foreign language anxiety, particularly in oral communication. Key sources of anxiety include fear of negative evaluation, low self-confidence, test-related stress, and cultural differences. Teachers addressed these challenges by fostering a supportive classroom atmosphere, using humor, providing positive feedback, integrating motivational videos, and promoting collaborative learning activities. Students reported that these strategies enhanced their confidence, motivation, and engagement in language learning. The study highlights the importance of supportive pedagogical practices in reducing foreign language anxiety and improving language learning outcomes. The findings offer practical implications for teacher training, curriculum development, and language education policy in similar educational contexts.