emotion-regulation
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- PaperLanguage Teaching22 Jun 2026
A critical review of foreign language anxiety-reduction interventions: Toward a conceptual turn in foreign language anxiety research
Han Luo
This critical review synthesizes experimental studies on foreign language anxiety (FLA) reduction interventions, categorizing them into emotion regulation, cognitive restructuring, skill building, and classroom environment enhancement. The author argues for a conceptual shift from eliminating anxiety as a symptom to understanding it as a meaningful psychological signal, integrating psychological theories including Daoism-inspired perspectives to inform language teaching.
Original abstract
Foreign language anxiety (FLA) has been widely studied over the past four decades, yet the effectiveness of anxiety-reduction strategies remains insufficiently understood. This article offers a critical review of research on FLA-reduction interventions, synthesizing the findings from experimental studies across four major categories: emotion regulation, cognitive restructuring, skill building, and classroom environment enhancement. While many strategies show promise, the field lacks a coherent, psychologically grounded framework for supporting anxious learners. Drawing on psychological theories including cognitive-behavioral, acceptance-based, and analytical frameworks and emerging Daoism-inspired psychological perspectives, this article argues for a conceptual shift in FLA research: from viewing anxiety as a surface-level symptom to be eliminated toward understanding it as a meaningful psychological signal that may reflect deeper learner-internal processes. The article proposes an interdisciplinary approach that integrates pedagogical practice with psychological insight, positioning anxiety as a potential catalyst for self-awareness and growth. Implications for language teaching and future directions for FLA research are discussed.