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It is widely known that language proficiency has become essential in today's competitive world, but learning a foreign language in adulthood causes anxiety. The purpose of this work is to study the approaches and methodology applied when teaching adults, to determine a foreign language learning anxiety and to select effective teaching strategies. Research methods, such as observation, questionnaire survey, interview, focus group, experiment and analysis, were used in this study. The experimental results included the methodology of forming a group of learners, selection of teaching and assessment methods, and differentiated approaches in teaching. Consequently, the level of anxiety significantly decreased and learning outcomes were improved. Speaking skills were enhanced considerably. Although foreign language teaching centres/courses apply different teaching methodologies, they do not consider the age and individual characteristics when grouping students or selecting teaching methods that have a great effect on both the quality of learning and the learners' emotional state.
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