DIGITAL TOOLS AS A MEANS OF OVERCOMING FOREIGN LANGUAGE ANXIETY IN LOW-LEVEL STUDENTS

Abstract

Foreign language anxiety (FLA) is a well-known barrier to learners' motivation to communicate, achieve well, and reach their long-term goals. Low-level learners, characterized by restricted vocabulary and grammatical resources, are especially susceptible as performance requirements frequently surpass their existing capabilities. Digital technologies (such as intelligent tutoring systems, mobile applications, multimedia, and synchronous/asynchronous communication platforms) provide affordances that help alleviate anxiety through scaffolded input, private practice, multimodal signals, and quick corrective feedback. This study integrates theoretical frameworks (affective filter, cognitive load, sociocultural theory) and empirical studies on computer-assisted language learning (CALL) to assert that thoroughly tailored digital interventions can alleviate foreign language anxiety (FLA) in less experienced learners. This analysis examines mechanisms by which tools mitigate anxiety, presents design principles, provides examples of tools and classroom strategies, and proposes avenues for empirical investigation. The implications for educators and instructional designers are examined.