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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.498-513
Department of English Language for Higher Education,
International College for Sustainability Studies,
Srinakharinwirot University, Bangkok, Thailand
Alleviating language anxiety in English language classrooms is vital. When students feel emotionally comfortable, they are more confident to participate and develop their language skills. This study aims to investigate (1) the levels of foreign language anxiety (FLA) Thai undergraduate students experience in the English language classroom, (2) the main sources of students’ foreign language anxiety, (3) the types of learning skills and language learning activities that students perceive as anxiety-provoking regarding the course syllabus, and (4) students’ expectations regarding the role of the teacher in helping them alleviate their language anxiety. One hundred seventy students (N=170) participated in this study. This study employed a mixed-methods approach with a closed-ended questionnaire, two open-ended questions, and ten students participated in focus group semi- structured interviews. The findings indicated that students had a moderate degree of anxiety. Students’ language anxiety was primarily caused by a lack of vocabulary, writing abilities, speaking proficiency, and understanding of fundamental grammatical principles. Regarding the course syllabus, being asked to answer unexpected questions and taking examinations were seen as stressful events. The interviews and open-ended questions produced consistent results, demonstrating that teachers’ personalities are essential in alleviating students’ anxiety. Students need their teachers to be kind, calm, and helpful, to give them constructive feedback, and not to put excessive pressure on them. Finally, listening to students’ voices is important to lessen students’ language anxiety.
(2026). Do Thai EFL University Students Need Teachers to Alleviate Foreign Language Anxiety? Learners’ Perspectives Through the Lens of EFL Learning. Arab World English Journal, 17(2): 498-513
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Patthaya Punyaporn is a full-time lecturer at the Department of English Language for Higher Education, International College for Sustainability Studies, Srinakharinwirot University, Thailand. She holds a doctoral degree in English Language Teaching at Thammasat University, Thailand. Her areas of interest are English for specific purposes, English language teaching, and related fields
. ORCID: https://orcid.org/0000-0002-2824-1688