Foreign Language Classroom Anxiety (FLCA) is an educational phenomenon that has attracted increasing attention among researchers over the past 30 years. It is a type of anxiety that can reduce motivation to learn and can stem from a variety of causes. This study investigated the anxiety experiences in foreign language classrooms of two adult Japanese English learners. The experiences of foreign language classroom anxiety were examined in both secondary and higher education settings, and in English learning environments experienced by the participants in both Japan and the United States. Furthermore, this study investigated the impact of foreign language classroom anxiety on learning outcomes and oral performance. The results of this study on the impact of foreign language classroom anxiety on participants' learning outcomes and oral performance showed that sociocultural factors, learner motivation, self-efficacy, and learners' perceptions of the classroom learning environment influenced classroom learning outcomes and oral performance. The findings suggest that anxiety in the learning experience in foreign language classrooms may be associated with oral performance.
