The Bidirectional Association Between English Learning Motivation and Foreign Language Anxiety Among Secondary Students: Classroom Intervention Strategies

Abstract

This study aims to investigate the interaction between motivation and anxiety among secondary school students in second language acquisition (SLA), with the intervention strategies that teachers can adopt accordingly. Research on motivation and anxiety in second language acquisition (SLA) has attracted considerable attention from scholars. However, existing studies have primarily focused on university students, while research involving secondary school students remains limited and requires further exploration. Moreover, current research tends to emphasize the underlying mechanisms of the interplay between motivation and anxiety, leaving a gap in effective practical interventions that need to be further investigated. This paper systematically reviews the historical and recent developments in domestic and international research on motivation and anxiety in second language acquisition (SLA), categorizing key research directions and theoretical frameworks in the field. By integrating existing emotional research across all age groups with the unique characteristics of secondary school students, this study proposes targeted intervention measures specifically for this student population. Grounded in solid theoretical foundations, this paper integrates insights from SLA and educational psychology, summarizing the evolution of research on affective factors in second language learning and reviewing established intervention strategies. It also identifies potential future research directions and unresolved issues requiring further investigation. The goal is to provide future researchers with a comprehensive reference and deeper theoretical support regarding SLA among secondary school students.