Abstract
This study explored the causes of English learning anxiety among 178 students at private Japanese universities with an academic deviation score around 50, and examined classroom factors and activities that helped alleviate such anxiety. This group represents a central portion of the academic population and offers insights into the average Japanese learner, contributing to improvements in English education. Based on Alrabai (2015), six anxiety-reducing teaching strategies were implemented, and changes in anxiety were investigated. A mixed-methods approach was employed, combining the Japanese version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Yashima et al., 2009) with an open-ended questionnaire. Major anxiety factors identified included fear of making mistakes, communication apprehension, perceived language knowledge deficiencies, difficulty understanding lessons, and unfavorable comparison with peers. Conversely, targeted instructional strategies, supportive classroom atmosphere, specific teacher characteristics, and positive student attitudes were found to help alleviate anxiety. The study highlights the importance of fostering a classroom environment where learners feel safe making mistakes.
https://ror.org/03b0ym704 
