This study explores the field of EFL (English as a foreign language) classroom learning within
a formal learning institution. Drawing on theories and methods from various disciplines this
book explores the question which has been frustrating language teachers: why do so many
students remain reticent and anxious in language class? Based on a large-scale survey and a
more focused case study the book argues persuasively that reticence and anxiety in formal EFL
classrooms are important factors in determining the outcome of language learning. By means of a
triangulated research method this book examines various aspects of reticence and anxiety in
EFL classroom learning situations. The author analyses causes and consequences differences in
terms of gender and proficiency level and coping strategies.
