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All Journal International Journal of Evaluation and Research in Education (IJERE)
Jimmy A. Aleman
Universidad Técnica Particular de Loja
Education

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The impact of anxiety-management strategies on EFL students’ anxiety levels and vocabulary acquisition Eliana Pinza-Tapia; Paul Gonzalez-Torres; Jimmy A. Aleman; Karla V. Romero
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39082

Abstract

Foreign language anxiety (FLA) remains a significant barrier to vocabulary acquisition in English as a foreign language (EFL) classroom, particularly among young learners who fear negative evaluation, public speaking, and academic failure. Although the relationship between anxiety and poor lexical performance is well established, limited research has examined how coordinated classroom-based anxiety-management strategies influence both vocabulary development and students’ emotional experiences within regular instructional practice. This mixed-methods study examined the impact of six anxiety-management strategies implemented over six weeks with 50 A1-level secondary EFL students in Ecuador. The intervention integrated lengthened wait time, improved questioning techniques, acceptance of varied responses, peer collaboration, content-focused instruction, and positive teacher–student relationships into vocabulary lessons. Data were collected through an adapted anxiety scale, pre- and post-tests, questionnaires, interviews, and classroom observations. Results revealed a statistically significant improvement in vocabulary scores, with a large effect size, alongside increased confidence, participation, and engagement. Strategies fostering psychological safety, particularly content-focused instruction, peer collaboration, and strong teacher–student rapport, were perceived as most effective. The findings suggest that integrating affective support with cognitive scaffolding is associated with reduced anxiety-related behaviors and enhanced vocabulary development, positioning anxiety management as a central component of effective EFL pedagogy rather than a supplementary practice.
Co-Authors Eliana Pinza-Tapia Karla V. Romero Paul Gonzalez-Torres