ملیحه صفاری مقدم

The study examined language learning anxiety factors, hindering EFL learners’ process of learning, particularly in speaking settings and recommended useful approaches to cope with it. Using the quantitative approach as well as a qualitative semi-structured interview and focus-group discussion method, this study tried to examine the factors behind language anxiety among Iranian language learners both in the classroom and in the social context. 100 TEFL students participated in this study. The language proficiency was measured by TOEFL IBT test to make sure that the students were homogeneous. The findings suggested a variety of approaches to cope with language anxiety. It also revealed that there was a significant relationship between the participants’ language anxiety and their language proficiency. The results of the interviews showed that the teachers had a key role in increasing and decreasing the students’ language anxiety concerning psychosocial linguistic factors. The findings of the study can be helpful for providing some teacher-training courses, teaching language teachers some effective psychological techniques to decrease language learning anxiety factors, improving language learning process. Keywords: language le