Students’ Perception about Teachers’ Role in Lowering students’ anxiety in An EFL Class

Abstract

Language Anxiety can be a prevalent issue that greatly influences learners’ progress in mastering the target language in EFL classes. Many students face anxiety when they think they cannot achieve their academic purposes. Anxiety can have a negative effect on students’ learning development and performance especially if it is severe and high. This research paper raises the following concerns: The impact of anxiety on student’s academic achievements and performance, the principal causes of EFL anxiety, the resolutions that can be done to help learners avoid anxiety, teachers’ important role in easing and managing students’ classroom anxiety, the most effective methods and strategies that the teacher employs to manage and reduce or at least minimize the students’ anxiety. Furthermore the study explores various dimensions; it examines the various effects of this issue, and emphasizes the students’ perceptions of the teachers’ role in lowering their anxiety. Moreover, it investigates the relationship between the students’ language anxiety Levels in class and the teacher’s pivotal role in alleviating and overcoming it, as well as promoting a positive learning and improving their academic performance. This study underscores the importance of finding effective solutions to reduce students’ anxiety and improve their academic achievement. Therefore, it highlights strategies and approaches that educators can adapt to effectively lower students’ anxiety levels in class among 3rd year English students at MUC (Mila university center). The Data was collected from 50 EFL students and 08 teachers of English who participated in this study. This study used two questionnaires as an instrument to conduct a quantitative research; one for students and another for teachers. The findings showed that the students hold negative perceptions toward the impact of language anxiety on their academic performance, and that the teacher plays an essential role in minimizing their foreign language anxiety and improving their academic proficiency.