Lowers the affective filter, Consistent classroom routines, Staying in English with strong visual support, Slowing down and allowing some wait time, Clear student-centred feedback after each task, Pair work instead of whole-group work, Raises the affective filter, Switching to L1 immediately when students look confused, Avoiding correction to “protect confidence”, Over-explaining grammar to ensure clarity, Open-ended free speaking too early, Constant reassurance without clear expectations.

When support backfires

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