Classroom interventions to cope with FLA
The Individual type
Self-managment
Affective strategies
By teaching affective strategies to the learnres, language teachers can help them develop their emotion management capabilities
Positive self-talk or self-encouragement via positive statements is another ype of affective strategy
Self-regulated strategy
It aims to enhance affective, behavioral, and cognitive aspects of learning and effectively reduces L2 writing anxiety as well as improving L2 skills
Mood boosters
Contemplative practices
Relaxation techniques
Mindfullness
Meditation
Reduce frustration and boost confidence
Music
Competitive gaming
Web-based learning
These interventions have the potential to bring enjoyment, concentration, or excitement to L2 learners
The Interactional Type
Student–student interactions
Teacher-student interactions
Only student–student communication may not result in FLA reduction
Peer feedback and group work were not effective for FLAR
Peer reviewing in L2 writing, however, seems to be effective
Portfolio assessment (enhances teacher-student communication) was found effective in reducing FLA
Teacher feedback, feed up, and feed forward also resulted in a significant reduction in FLA
Virtual world/reality
lower anxiety and higher speaking test scores
In the virtual world, interactions are achieved through avatars.
Video chat
Student–student interactions through text chat, online forums, and face-to-face interaction - FLA was reduced
However, using email for dialogue journal writing to enhance student–student interactions and synchronous text chat between a teacher and a student were not effective in reducing FLA