An Ecological approach to foreign language anxiety and self-disclosure in a virtual exchange project

This mixed-methods study explores the relationship between Foreign Language Anxiety (FLA) and Self-Disclosure (SDS) in Virtual Exchange (VE) environments. Grounded in Sociocultural Theory and Van Lier’s Ecology of Language Learning. The research involved 98 students from Spain, Mexico, Ireland, and the United States participating in bilingual VE tasks over eight weeks. Quantitative and qualitative data revealed a negative correlation between FLA and SDS: more anxious learners disclosed less, while tasks involving higher SDS (e.g., free talk, opinion exchange) increased comfort and enjoyment. In contrast, complex tasks such as role-plays heightened anxiety. Thematic analysis showed that anxious students disclosed at similar levels to peers but participated less proactively, with reciprocity supporting engagement. Findings suggest that incorporating SDS strategically into VE design can reduce anxiety, enhance enjoyment, and foster learners’ agency. The study offers guidelines for VE practitioners to integrate personal communication and scaffolding to improve task design and learning outcomes.