<![CDATA[Foreign Language Anxiety (FLA) is one of the most significant affective barriers in second language learning, capable of hindering language acquisition, reducing active participation, and undermining learners' self-confidence. This study aimed to examine the effectiveness of a supportive learning environment in addressing FLA and to identify the environmental elements that contribute most significantly to reducing anxiety levels. Employing a quasi-experimental quantitative approach with a pretest-posttest control group design, the study involved 72 intermediate-level English learners divided into an experimental group (supportive environment) and a control group (conventional environment). Over 12 learning sessions, the experimental group experienced a supportive environment intervention comprising: (a) non-judgmental feedback, (b) normalization of errors as part of the learning process, (c) positive reinforcement of participation, (d) collaborative seating arrangements, and (e) the establishment of psychological safety through a shared learning contract. Anxiety levels were measured using the validated Foreign Language Classroom Anxiety Scale (FLCAS). The results indicated that the experimental group experienced a statistically significant reduction in FLA scores (p < 0.001) compared to the control group, with a large effect size (ηp² = 0.378). The most substantial reductions occurred in the dimensions of "fear of negative evaluation" and "communication apprehension." The study concludes that a supportive learning environment—emphasizing psychological safety, valuing effort, and destigmatizing errors—is effective in alleviating foreign language anxiety. Consequently, language educators should intentionally design supportive classroom climates as both a preventive and curative strategy against FLA.]]>
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