A Situated Approach to the Understanding of Elusive Foreign Language Classroom Anxiety

Although foreign language anxiety, considered as one of the most important negative factors affecting students' performance, has been receiving interest from researchers for decades, literature suggests only limited number studies which ground on dynamic approaches to explore elusive nature anxiety. Mainly focussing effects error correction, native/non-native teacher instruction and presence a video camera students’ anxiety in four different lessons, this mixed-method study aims investigate classroom many ways possible order inspire follow-up study. During these On-line Anxiety Liking Meter was used so observe participants’ levels liking every 10 minutes, Overall Questionnaire administered after each session. Additionally, retrospective interviews were conducted with participants lesson. As it difficult have fully coherent view due scope participants, several situations resulting certain insights presented. The results suggested that speaking activities, recording, low self-esteem some exogenous caused arousal while task-based ice-breakers ane familiarity helped reduce findings revealed significantly correlation between liking, there not any difference native non-native teachers terms their