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Feedback matters: Thwarting the negative impact of language anxiety

Published online by Cambridge University Press:  08 June 2023

Tammy Gregersen Open the ORCID record for Tammy Gregersen [Opens in a new window]
Tammy Gregersen*
Affiliation:
American University of Sharjah, United Arab Emirates
*
E-mail: tgregersen@aus.edu
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Abstract

Elaine Horwitz et al. (1986), in their seminal article that helped jumpstart our current interest in language anxiety, characterized this affective malady as composed of three elements: fear of negative evaluation, communication apprehension, and test anxiety. Notably, all three of these components are linked in different ways to learners’ perceptions about others’ assessment of their linguistic competence. Over the years since Horwitz et al.'s influential publication, research has only reinforced the idea that feedback provided to language learners has a powerful impact on their emotional well-being and levels of linguistic confidence. This article explores research on the various ways that learners can be supported via assessment practices and feedback techniques that not only counter the debilitating effects of language anxiety but also may even work preventatively to increase learner well-being. Among these is Appreciative Inquiry, a feedback technique that focuses on what learners are doing effectively, as well as other nondeficit, strengths-based approaches that concentrate on assets rather than fixing what is broken.

Keywords

language anxietysecond language anxietypositive psychologyappreciative inquirysignature strengths
Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 43 , March 2023 , pp. 56 - 63
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Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

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