Abstract

Anxiety afflicts students in the field of language proficiency as it hinders acquisition and usage of a foreign language. Research into foreign language anxiety (FLA) showed results that indicated fear of the negative evaluation, communication apprehension, and test anxiety, all of which are the results of a reduced confidence level, avoidance of participation, and poor performance. Research on anxiety learners also indicates that their acquisition of language suffers from vocabulary retention, listening comprehension, and speaking in fluent forms, which arises from cognitive overload and self-doubt in their actions. 
The classroom activities like presentations and spontaneous interactions ignites additional stress while other factors like culture and other social influences fuels anxiety levels. However, few pedagogical strategies such as supportive environments, collaborative learning, and alternative assessments tend to reduce such internal effects. The role of the teachers becomes great in their attempt to address the FLA through inclusivity, constructive feedback, and techniques like stress management. In fact, this article describes psychological and academic impact through language anxiety while highlighting the requirement to design approaches for building learners' confidence and competence as a better route for learning. By understanding and giving needed attention to FLA, teachers form a better learning environment, which means to improve students' ability in both aspects of language acquisition and communication.