1. Reducing Anxiety Among English Language Learners
Elham Alhudithi, Lauren Porter, & Jenny Strange
Colorado State University
Activities that Reduce Anxiety among ELLs
(Please see handout for a detailed description of each)
Abstract
Second language acquisition research has shifted to examine the effect of non-linguistic factors, including anxiety, in the last three decades. High levels of anxiety contribute negatively to language learning (Robinson, 2002). However, it is possible to create classroom activities and a learning environment that support language learning and simultaneously reduce anxiety among students.  
Teacher
Environment
Feedback
Activities
Anxiety
Name of Activity
Focus/Skill
Baseball Pronunciation Game
Speaking and Listening
Mailing an Imaginary Professor
Writing
Would You Shape C or U?
Listening and speaking
What Does Ted Say?
Writing, Listening, and speaking
No, Apple picking Again!
Reading, Listening, and Speaking
Fly Swatter Game
Listening
Smell Game
Writing and Speaking
Running Dictations
Listening, Speaking, reading, and Writing
Language
Assessment
Interaction
Defining Anxiety
For the purposes of our work, anxiety is deemed to be any level of apprehension or concern that negatively affects a student’s performance or well-being in their academic work, cognitive abilities, social abilities, or on a personal level
Role of Assessment
Formal assessment is known to make students stressed and unable to perform well on the test (Toth, 2010). For this reason, alternative assessments are a better choice to reduce anxiety. These assessments help language teachers to both track the progress of students, and to also know specific language areas that their learners need to develop. Please refer to the handout for activities that can serve as alternative assessments.
Role of Teachers
A teacher’s negative response to an incorrect answer may affect a learner’s anxiety and contribute to poor performance. To prevent that from happening, teachers should accept a variety of answers from students, encourage peer support in the classroom, and continually foster a great relationship with their students. Please see the handout for more information on the teacher’s role and effective teaching methods for reducing anxiety.
Role of Language
Providing comprehensible input that is not too hard or too easy for learners of English to understand would enable learners to be more motivated and less anxious to learn.  
Reduces Anxiety
Increases Anxiety
Working in small groups
Student presentations
Playing games
Being called on randomly
Offering opportunities for interaction
Receiving negative feedback
Making students feel cared for
Formal assessments (Toth, 2010)
Alternative assessments
Being singled out
Creating a sense of community
Input that is too challenging