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Oxford, R. (2017). Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 

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Oxford, R. (2017). Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 

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in Gkonou, C. et. al.. New Insights into Language Anxiety : Theory, Research and Educational Implications, edited by Christina Gkonou, et al., Channel View Publications, 2017. ProQuest Ebook Central

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Correcting every mistake.

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Some students might struggle with reading in there L1, low literacy etc

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- forgetting words

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- speaker is too fast
- speaker has a strong accent/different dialect
- colloquialisms or slang
- lexis or grammar heard is too advanced
- connected speech
- contractions

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Don’t check student understanding.

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Students read at different at different paces, maybe because of different alphabet etc. So students may be anxious about being slow.

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Students may become fixated on understanding every single word.

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Freezing

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Some students may be anxious about different styles of text, some may be intimidating than others.

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Don’t grade language

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Awkward lough

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-not hearing unstressed words

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Focus too much on strongest students and neglect weaker ones.

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Students may get anxious about their comprehension, they don't want to have misunderstood and give the wrong answers in feedback.

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Not enough variety in activities

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Giving up

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AI anxiety (eg. An audio recording)

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Dismissive of uncooperative students (especially with children) instead of trying to understand the problem.

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Write key words on the board.
Preparation time
Work in smaller groups

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Students may be intimidated by using a new alphabet or writing system.

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students may be anxious about having their work peer checked or read by a teacher

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Not understanding T instructions/explanations

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Practice key words / target language before the listening activity

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Omitting articles in speech

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Concerning reading skill, the findings of the study indicate that reading can be considered as a neutral skill in engendering negative or positive emotions.

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Ignoring signs of anxiety or stress in students

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Ignoring signs of anxiety or stress in students

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Students may struggle with grammar, and become confused

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Students may struggle with grammar, and become confused

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Being dismissive of students emotions and stress levels 

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Being dismissive of students emotions and stress levels 

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Writing is associated with a higher extent of negative unpleasant emotions like boredom, hopelessness, and anger in language learners. This finding accords with the assertion Brookes (2010) made arguing that boredom is mostly associated with writing.

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Watch English tv programmes/ movies to get used to the natural speed, dictation and different accents

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Watch English tv programmes/ movies to get used to the natural speed, dictation and different accents

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Try to avoid using this until students are at a higher proficiency

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Students may become anxious if the teacher doesn't explain that not every word in the text needs to be understood at first. Anxiety from thinking every word needs to be understood in a short amount of time given

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Pishghaham - Examining emotions in English language learning classes: A case of EFL emotions

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Based on the findings of this study, listening is the only English language skill which is associated with all of the negative emotions (e.g., anger, shame, boredom and hopelessness). Generally, frustration is one of the main causes of anger (Averill, 1983). Moreover, since listening is a complex process, which involves discriminating between 520 Examining emotions in English language learning classes unfamiliar sounds, understanding the meaning of words, and interpreting stress and intonation as well as the meaning in the immediate and sociocultural environment (Vandergrift, 1999), language learners may feel frustrated for this endless effort, which may lead to the feeling of anger. In addition, when they fail to utter what they had heard in the classroom, feelings of shame and hopelessness might be triggered.

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Slamming books/ pens down
Making students copy out of a textbook for a punishment
Facial expressions and body language

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preconceived notions of elitism