Previous research reports that foreign language anxiety (FLA) is one of the affective factors exerting influence on foreign language learning. Myriad studies have examined how foreign language learners cope with foreign language anxiety. However, few studies have addressed the particular moments when students feel the most anxious and how they cope with this anxiety. The present study aims to (1) identify specific moments when students feel the most anxious; (2) investigate their coping strategies; and (3) recognize the changes in the strategies used by the students during specific moments in their language learning. In so doing, a stimulated recall was carried out among five university students from non–English departments who had to conduct presentations in English. The findings show that they displayed different levels of anxiety, which resulted in several accidents during the presentation. The participants with a high anxiety level tended to utilize monotonous coping strategies. This study implies that teachers need to take into account their students’ anxiety levels before they commence a new term or semester. When encountering highly anxious students, they can introduce the learners to alternative strategies to cope with anxiety.

中文翻译：

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印尼学生应对外语焦虑的策略

先前的研究报告指出，外语焦虑（FLA）是影响外语学习的情感因素之一。大量研究检查了外语学习者如何应对外语焦虑。但是，很少有研究解决学生感到最焦虑的特定时刻以及如何应对这种焦虑。本研究旨在（1）确定学生感到最焦虑的特定时刻；（2）研究他们的应对策略；（3）认识到学生在语言学习的特定时刻所使用的策略的变化。这样，非英语系的五名大学生不得不用英语进行演讲，从而激发了他们的回忆。研究结果表明，他们表现出不同程度的焦虑感，在演示过程中导致了几起事故。焦虑程度高的参与者倾向于采用单调的应对策略。这项研究表明，教师在开始新学期或学期之前需要考虑学生的焦虑程度。当遇到高度焦虑的学生时，他们可以向学习者介绍其他应对焦虑的策略。