The Application of Multimodal Teaching Approach to Reduce Foreign Language Anxiety

Abstract

        Foreign language anxiety is a distinctive psychological phenomenon that occurs during the process of second-language acquisition and has a significant impact on language learning. Horwitz (1986) posits that foreign language anxiety is a manifestation of self-perceptions, behaviors, emotions, and beliefs that are related to foreign language learning in the classroom setting. Despite the importance of vocabulary instruction, students’ poor performance and heightened anxiety remain significant concerns in the field of language education. In recent years, multimodal discourse analysis has been increasingly applied in foreign language education, with scholars recognizing its potential to improve students’ motivation and confidence, as well as their academic achievement. The purpose of this study was to investigate the effects of multimodal teaching on reducing foreign language anxiety. Four students from a middle school with similar English proficiency were selected as participants, with two students in the control group and two in the experimental group. The experimental group received instruction through a multimedia approach, while the control group received traditional teaching methods. The pre-test consisted of the students’ final English exam from the previous semester, and a post-test was administered one week later to assess their acquisition of new vocabulary. Additionally, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was administered after each test. The results of the study indicate that multimodal teaching can not only enhance students’ academic performance, but also mitigate their foreign language anxiety, particularly in regard to negative evaluation fears.