本研究加入今福、堀越（2012）的調查，將其併入當時同時進行調查的第二語言焦慮。以調查結果為中心，進而分析教師的行動探討其職責。首先抽出學習者的第二語言焦慮的構成因子，從兩個不同的方向觀點去分析焦慮因子會影響成績和自我效能感，以及成績和自我效能感會影響焦慮因子。進而探索教師要採取怎麼樣的行動才能抑制焦慮，以先前已發表論文中的提升自我效能感教師的行動為根據，更進一步從結果來看其行動是如何造成影響。從分析的結果證實了，教師的職責不只是位教授者而已，必須營造出讓學習者可以安心地參加教室活動的氛圍，為了讓活動能更順利的進行也須扮演引導者的角色，同時也必須是位善於化解學習上的困難或是煩惱等引導解決的顧問。

This study, incorporating the work of Imafuku and Horikoshi (2012) with the new results in our study, analyzes the roles and actions of teachers in the alleviating second language anxiety. It first focuses on factors contributing to second language anxiety from two aspects: how these factors affect student grades and sense of self-efficacy, as well as vice versa. It then explores analyzes what actions teachers may take to eliminate anxiety in light of the existing findings, which suggest that instructors' actions do affect self-efficacy. This study finds that teachers should not just teach materials, but also create a space where learners can comfortably participate in class activities. Instructors should orchestrate for these class activities, as well as serve as advisors to help students resolve problems.