Foreign Language Classroom Anxiety: Past Developments and Future Innovations in the Age of AI

Abstract

Foreign Language Classroom Anxiety (FLCA) has received wide attention in Second Language Acquisition (SLA), yet existing studies still show limitations in capturing its characteristics and meeting learners’ diverse needs. This article examines FLCA from multiple perspectives, including its definition, classification, manifestations, effects and causes. Analysis demonstrates that FLCA negatively influences learners’ willingness to communicate, academic achievement, self-efficacy and long-term motivation. It is shaped by personal, linguistic, classroom, and cultural factors. Based on these findings, this article provides practical suggestions to alleviate FLCA. For teachers, strategies such as cultural response, constructive feedback and personalized interaction are emphasized. For students, concrete practices such as positive self-talk, mindfulness, preparation and peer collaboration--are highlighted. Moreover, technological innovation, particularly AI-assisted learning tools, is shown to offer new possibilities for reducing speaking anxiety. Finally, this article calls for improving FLCA measurement instruments and strengthening psychological research to meet the challenges of increasingly internationalized and diverse learning contexts.