Ashraf Alam2026-03-052026-03-052025-09-1297983373299569798337329970https://doi.org/10.4018/979-8-3373-2995-6.ch002https://gnanaganga.alliance.edu.in/handle/123456789/9879This chapter explores the pivotal yet underexamined role of instructional materials design in reducing foreign language anxiety (FLA) in second language acquisition (SLA). Drawing on interdisciplinary frameworks, such as, affective filter hypothesis, cognitive load theory, growth mindset, self-determination theory, sociocultural theory, and universal design for learning, the chapter outlines how content, layout, and emotional cues in learning materials can mitigate anxiety and enhance learner confidence. It examines strategies such as scaffolded task design, culturally responsive content, visual supports, emotional regulation techniques, and gamified activities. The chapter also reviews global empirical studies and case-based evidence to demonstrate the impact of anxiety-sensitive materials. By shifting the locus of intervention from teacher behaviour to instructional content, the chapter offers practical, research-informed recommendations for educators, curriculum designers, and EdTech developers aiming to create inclusive, emotionally supportive language learning environments.enLanguage AcquisitionMaterials DesignSafe SpacesAnxiety and FearPsychologybook-chapter