Language Learning Anxiety in English Language Classrooms: Common Causes, Consequences, and the Role of the Teacher

Language learning anxiety (LLA) has long been recognized as one of the most influential affective factors affecting second and foreign language acquisition. Learners experiencing anxiety often struggle to communicate effectively, participate in classroom activities, and achieve their full academic potential. The present qualitative study investigates the common causes and consequences of language learning anxiety and explores the role of teachers in reducing learners’ anxiety in English language classrooms. Data were collected through a semi-structured interview with one experienced English language teacher. The interview consisted of twenty open-ended questions focusing on language learning anxiety, differences between stress and anxiety, causes of anxiety, consequences for learners, and effective teaching strategies, The interview data were analyzed using thematic analysis through open coding, axial coding, and selective coding. Four major themes emerged from the analysis: (۱) common causes of language learning anxiety, (۲) consequences of anxiety for language learners, (۳) the role of the teacher in reducing anxiety, and (۴) the distinction between stress and anxiety in language classrooms. The findings indicate that fear of making mistakes, fear of negative evaluation, limited vocabulary, and low self-confidence are the primary causes of language learning anxiety. Furthermore, anxiety negatively affects learners’ motivation, classroom participation, academic performance, and willingness to communicate. The findings also emphasize that supportive teachers, positive classroom environments, constructive feedback, and collaborative learning activities can significantly reduce learners’ anxiety. The study contributes to the growing body of literature on affective factors in language learning and provides practical implications for English language teachers. Keywords: Language Learning Anxiety, Foreign Language Anxiety, English Language Teaching, Stress, Teacher Support, Qualitative Research