The Role of Virtual Classrooms in Reducing EFL Learning Anxiety Case Study of:

Abstract

Recently, virtual classrooms are among the most used ways for learning English at Algerian universities, as blended learning has become an educational medium during the COVID-19 pandemic. In English as a Foreign Language classrooms, teachers adopt diverse strategies to increase learners’ interaction with the course content and address learning difficulties. However, students often avoid classroom interaction for several reasons, including their psychological state, which prevents them from performing tasks properly and engaging fully in the learning process. This phenomenon is known as EFL learning anxiety, which can negatively impact students’ performance in the classroom and their academic achievement. In this regard, we hypothesize that First-Year Master's students have positive attitudes toward integrating virtual classrooms to help reduce their learning anxiety. The study uses a quantitative, descriptive research design. To this end, a questionnaire was administered to First-Year Master’s students at the University 8 May 1945-Guelma, Department of Letters and English Language. The results reveal that several factors provoke anxiety in EFL classrooms, mainly fear of making mistakes and being judged by peers and teachers, lack of preparation leading to unfamiliarity with test content, low self-confidence, and concerns about how teachers manage student relationships. Additionally, students have positive attitudes toward using virtual classrooms as a learning tool that can help reduce their EFL learning anxiety. Therefore, the data support the research hypothesis. Consequently, most students prefer studying online, as it helps decrease their anxiety. Features like using a pseudonym or deactivating their video, and participating via chat instead of speaking, make students more comfortable to learn at their own pace and less likely to feel judged when making mistakes.