Language advising and self-determination theory as tools to alleviate student anxiety in language learning and use

Abstract
Many students experience foreign language anxiety, which negatively affects their self-beliefs, learning outcomes and willingness to use the foreign language. Previous research indicates that exposing students to Self-Determination Theory (SDT) and language advising may help alleviate their anxiety in language learning (Ghorbandordinejad & Ahmadabad, 2016; Shelton-Strong, 2022a; Zhou, 2016). Shelton-Strong & Tassinari (2022) focused on language advisor behaviour in relation to three elements of SDT, namely autonomy, competence and relatedness, called basic psychological needs (BPNs). This current study focused on students’ existing levels of BPNs in their language learning and self-beliefs. The study participants completed questionnaires; the responses were analysed using thematic analysis (Braun & Clarke, 2006; Davis, 2022). The analysis indicated that students’ beliefs and practices partially fulfil their BPNs. Autonomy was the participants’ lowest-rated BPNs. By supporting the participants’ BPNs, learning practices and self-beliefs, this study helped to alleviate participants’ anxiety. Consequently, it is recommended that language teachers support anxious students in fulfilling their BPNs. Such support includes introducing SDT and language advising to their students and including various activities in their teaching to help students both manage their anxiety and become more autonomous in their learning.
Keywords: anxiety, language advising, self-determination theory, basic psychological needs