Research
While our current research projects largely focus on strategy education for educators and learners in order to better prevent or intervene with (foreign) language anxiety, published works have centered around the causes and effects of this anxiety.
Our Current
Projects
Current projects of individual team members and research teams focus mainly on designing and testing prevention as well as intervention strategies applicable either by the individual or foreign language teachers. We welcome you to explore each single research project!
Going Live...
This website is created to connect and share information on language anxiety. Yet, LAI also aims to help educators and learners understand their own emotional reactions in the foreign language context better - the first step towards mapping suitable strategies to become more confident when using, and in particular, speaking the respective foreign language.
Hence, we are currently working on developing an app that allows us and each individual to measure foreign language speaking anxiety in detailed manner: Which effects (e.g. sweaty hands or voice creaking) does the one experience prior to, in or after the respective situation? Depending on the respective results we suggest specific, easily adaptable strategies. Stay tuned and write to us, if you are interested on getting regular updates!
Speech-Related Emotion Regulation Strategies
In order to overcome foreign language anxiety (FLA), we should consider emotion regulation strategies (e.g., reappraisal) adapted to the causes and effects of FLA in addition to language-based ones (e.g. pronunciation training). Given that these approaches are often left underrepresented in educational settings and are comparably little utilized by people affected highlights its large potential. Hence, this particular research project conducted by Bianca Höppner aims to highlight how important these strategies are for the speaking context and aims to do so by designing and evaluating a respective strategy training. It focuses on the changes of the individual's experiences, especially with respect to the emotional-cognitive side. More details to follow soon...
ELSA-Scale
Although the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986) has been widely used in empirical research, a critical re-examination of its original purpose appeared necessary. This reassessment motivated the development of a new instrument specifically tailored to English Language Speaking Anxiety (ELSA). The scale developed by Heiner Böttger is currently available in German, the English version is days ahead. The German version is published HERE (see the appendix of Böttger's dissertation).
Published Work
In recent years, LAI focused on identifying causes and effects of Foreign Language Anxiety in German-speaking learners of English, with a special focus on speaking skills. In addition, all published works formulate preventive strategies, including approaches of positive didactics or muscle memory.
Focus: Strategies
Empowered Foreign Language Learning: Selbstwirksamkeit im Fremdsprachenunterricht
Empowered Language Learning – Self-Efficacy in Foreign Language Teaching highlights the role of self-efficacy as a key psychological factor for successful language acquisition. Building on current theories and supplemented by findings from learning psychology, neurodidactics, and international foreign language education research, this volume offers practical, evidence-based guidance on promoting self-efficacy in foreign language teaching. Key topics include: • theoretical foundations of self-efficacy, • Bandura's four factors of influence in the foreign language context, • the importance of language anxiety, error culture, and motivation, • concrete teaching methods and “empowering” communication formats, • the role of the teacher in enabling linguistic competence, • and practical examples from schools, universities, and adult education. The target audience is anyone responsible for the training and continuing education of foreign language teachers, as well as teacher training students and educational institutions. The volume combines scientific depth with a high degree of practical relevance and makes it clear that foreign language learning begins with the conviction: “I can do this.”
Focus: Causes & Effects of LAI
Lost for Words:recognizing and preventing Xenoglossophobia
In today’s globalized world, not being able to communicate in a foreign language such as English can lead to social exclusion. Yet, people who suffer from Xenoglossophobia, a chronic, excessive and suprathreshold fear of foreign languages, often go unnoticed, so that people affected bear the consequences (e. g. career limitations) alone. Therefore, the aim of this contribution is to define Xenoglossophobia, distinguish it from subliminal fears and delineate possible didactic solutions. The latter is based on neuroscientific backgrounds and possible predictors and effects of Xenoglossophobia, which are previously outlined in a structural model. Although this model (Social-Cognitive-Emotional-Motivational Model of Xenoglossophobia) provides a basis for prevention, intervention and therapy approaches, this article will only examine those that can prevent the development of Xenoglossophobia in the foreign language classroom. They are rooted in positive didactics – the basis for healthy foreign language learning and ultimately for an interconnected world in which everyone can participate.
Manifestations, Predictors, and Consequences of
English Language Speaking Anxiety (ELSA) in Dual-Study Contexts
This research examines a current, yet hitherto little-researched area of foreign language learning in German-speaking countries from an educational psychology perspective: English Language Speaking Anxiety (ELSA). The aim of the study is to comprehensively analyze the phenomenon of ELSA among students in dual, English-language degree programs who are required to work in an English-speaking professional context as part of their studies. Based on previous empirical findings and psychological theories, a research instrument is first developed to capture all dimensions of ELSA—the Dimensional ELSA Scale. ELSA will be considered in relation to other fears and anxiety disorders in order to enable classification, differentiation, and delimitation. The scale will be used to investigate the manifestation of ELSA and to determine its predictability based on various demographic, educational, occupational, and psychological characteristics of the target group. This consists of 216 dual students at German universities and colleges with an English-speaking professional context. Finally, the effects and consequences of ELSA on the professional development and career decisions of those affected are analyzed. The aim is to use the predictors of ELSA collected to develop practical recommendations for action.
From Apprehension to Expression: Exploring FLA among Adults
The purpose of this study was to determine whether Foreign Language Anxiety (FLA) exists among adults in German-speaking countries and how it manifests itself in order to develop didactic implications for intervention. An online questionnaire based on the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) and respective modifications (Böttger & Költzsch, 2020) was used, along with closed and open-ended questions. The findings (n=412) confirmed the prevalence of FLA (31.7% with a strong manifestation), which was found to vary in different situations. Next to physical (e.g., palpitation) and behavioural symptoms (e.g., avoidance strategies), anxiousness and nervousness were reported and hinted to be person-dependent and situation independent. Finally, didactic consequences are drawn.
Muscle Memory and the Development of Speaking Skills
"This article focuses on a less studied component of language or speaking skills called muscle memory. It sheds light on its roots – the main muscles and brain areas involved – as well as its role in verbal communication, articulation, and language acquisition in general" (abstract of the article). With respect to FLA, this lays the basis to understand the influence that muscle memory plays for developing speaking skills and, with it, reduce anxiety caused by expectations and pronunciation errors.
Anxiety & Speaking: 2 short articles
Two concise articles about anxiety and speaking were written by Heiner Böttger to outline the key neuroscientific and didactic backgrounds of the both phenomena: anxiety and speaking. It offers a valuable source for foreign language teachers in Germany and is hence written in German. In addition, it offers an important starting point into the LAI-teams narrowing towards foreign language speaking anxiety in the more recent publications.
The Fear Factor:
The article approaches a ubiquitous as well as a rarely adequately addressed problem area of learning and teaching foreign languages. It concentrates on xenoglossophobia, the fear of speaking foreign languages. Why do avoidance strategies as well as phobias develop during childhood especially in the foreign language classroom whenever it comes to the productive usage of the English language? Psychological, pedagogical, didactical as well as language related and neuroscientific findings are analysed and interpreted in order to help answer central questions like the above. The theoretical indications are further supported by a fundamental pilot study based on the productive language usage of foreign language students (n=108) and the according reflective and prospective analysis. The second part of the article brings all these findings together and outlines language didactical, meaningful, positive preventive, diagnostical, and therapeutic opportunities for intervention in the foreign language classroom.
REFERENCES
Böttger, H., Höppner, B. (2026). Lost for Words: Recognizing and Preventing Xenoglossophobia. In M. Rozenberg (Hrsg.), Ziel Gesundheit: Gesundes Lehren und Lernen von Fremdsprachen: Bd. 26. Interdisziplinäre Verortungen der Angewandten Linguistik (S. 139-153). V&R unipress. 10.14220/9783737019279.139
Böttger, H. (2025). Ausprägung, Prädikatoren und Folgen von English Language Speaking Anxiety bei dualen Studierenden mit englischsprachigem Berufskontext (Dissertation, FernUniversität in Hagen). deposit_hagen. https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00002219
Böttger, H., & Steinbach, A. (2025). Schriftenreihe Fachdidaktik Englisch: Bd 3. Empowered Language Learning: Selbstwirksamkeit im Fremdsprachenunterricht. https://edoc.ku.de/id/eprint/35360/
Böttger, H., Höppner, B., Müller, T. & Günaydın, G. (2024). From Apprehension to Expression: Exploring Foreign Language Anxiety among Adults. ICC Journal, 6, 5–24. https://icc-languages.eu/wp-content/uploads/2024/07/ICC-JOURNAL-Volume-6-ICC-Conference-2024-Special.pdf
Böttger, H., & Höppner, B. (2024). Muscle memory and the development of speaking skills: Unveiling neuromotor foundations and methodological approaches in foreign language education. Journal of Linguistics and Language Teaching (JLLT), 15(1). ISSN 2190-4677. https://doi.org/10.5281/zenodo.14790269
Böttger, H. (2023). Angst. In Gehirn und Sprache - Neurodidaktik für das Klassenzimmer (Klett Akademie für Fremdsprachendidaktik - Neurowissenschaften und Fremdsprachenunterricht). Klett. https://www.klett.de/inhalt/sixcms/media.php/437/Angst.pdf
Böttger, H. (2023). Sprechen. In Gehirn und Sprache - Neurodidaktik für das Klassenzimmer (Klett Akademie für Fremdsprachendidaktik - Neurowissenschaften und Fremdsprachenunterricht). Klett. https://www.klett.de/inhalt/sixcms/media.php/437/Sprechen.pdf
Böttger, H., & Költzsch, D. (2020). The fear factor: Xenoglossophobia or how to overcome the anxiety of speaking foreign languages. Training, Language and Culture, 4(2), 43–55. https://doi.org/10.22363/2521-442X-2020-4-2-43-55
THERE IS MORE TO COME, SO STAY TUNED...