Comparing Foreign Language Anxiety in Face-to-Face and Virtual Classrooms: A Thematic Synthesis Approach

This study aimed to compare language learners' anxiety in face-to-face and virtual classrooms, with particular attention to the different ways in which anxiety manifests across these instructional settings. As digital learning has expanded, language anxiety has increasingly been understood not as a fixed individual trait, but as a dynamic and context-dependent phenomenon shaped by classroom interaction and instructional environment. Using a thematic synthesis approach, this study reviewed empirical research published between ۲۰۲۱ and ۲۰۲۶ in order to identify recurring patterns and interpretive themes across studies. The synthesis showed that anxiety in face-to-face classrooms is mainly associated with direct evaluative pressure, visible performance, and the stress of being physically present before peers and instructors. In virtual classrooms, however, anxiety more often appears as digital self-consciousness, technology-related tension, and cognitive load caused by technological mediation. At the same time, some features of virtual learning environments, such as muting microphones, turning off cameras, and controlling response timing, may reduce emotional strain and serve as protective affordances. Overall, the findings suggest that anxiety in face-to-face and virtual settings should be understood from a dynamic, environment-sensitive perspective. Learners' anxiety is shaped by the interaction among classroom structure, social presence, technological features, and coping strategies. Therefore, effective instructional design in blended and digital environments should preserve the benefits of technology while strengthening human interaction and social presence to reduce language anxiety.

کلیدواژه ها:

language anxiety ، face-to-face classroom ، virtual classroom ، thematic synthesis ، social presence ، cognitive load