english language anxiety essay

• DOI: 10.3329/iubatr.v6i2.71314
• Corpus ID: 267964924

English Language Anxiety in Adult Learners: Challenges and Opportunities

• Kazi Imran Hossain , Ilias Ahmed , Md Sabid Mahmud
• Published in IUBAT Review 31 December 2023
• Education, Linguistics
• IUBAT Review

15 References

The effects of language anxiety on students' oral test performance and attitudes.

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Creating a Low‐Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?

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THE EFFECT OF AFFECT ON FOREIGN LANGUAGE LEARNING: A REVIEW OF THE ANXIETY RESEARCH

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The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners

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Language Anxiety: Its Relationship to Other Anxieties and to Processing in Native and Second Languages*

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New Insights into Language Anxiety: Theory, Research and Educational Implications

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Honggang Liu, New Insights into Language Anxiety: Theory, Research and Educational Implications, ELT Journal , Volume 73, Issue 1, January 2019, Pages 105–107, https://doi.org/10.1093/elt/ccy042

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Language anxiety (LA), as one of the key factors in individual differences in second language acquisition (SLA), has been studied for about 40 years. The Foreign Language Classroom Anxiety Scale (FLCAS) in Horwitz, Horwitz and Cope (1986) brought the research to a stage where anxiety in language learning was being explored in specific contexts. With the dynamic turn in SLA ( Dörnyei and Ushioda, 2009), LA research has been taking on a new look with the emergence of interdisciplinary theory-guided and multiple methods-driven studies. The volume under review is committed to the mission of clarifying the confusions and misunderstandings about LA in the past, presenting the latest studies, and highlighting theoretical and pedagogical implications for future research. It thus brings together new insights to make yet another beginning in the journey of LA research.

This volume opens with an introduction, where the authors present the aims, major themes and the structure of the book. The rest of the book is divided into three parts: (1) theoretical discussions about past and present trends in the development of LA research and interpretations of misreadings of Horwitz’s classical research (Chapters 2 and 3); (2) empirical investigations into LA in light of recent theories, for example, the L2 Motivational Self System (L2MSS, Dörnyei, 2005) (Chapters 4 to 9); and (3) implications for practice, such as designing some activities based on positive psychology to reduce LA (Chapters 10 to 12).

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English Language Learning Anxiety among Foreign Language Learners in the Philippines

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PREMISE Journal

Bonjovi Hajan

Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students’ learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students’ anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.

Ahmad Mzeil

This study investigates foreign language anxiety that can have some serious effects not only on the students’ performance but also on the whole process of learning among students learning a new language. Studies have shown that students who suffer from stress, anxiety or nervousness face considerable complications in foreign language acquisition. Their performance abilities in acquiring the new language are impeded and thwarted and that will illicit to difficulty or failure in second language acquisition. Keywords : anxiety, language acquisition, thwarted performance, cognition, the negative impact.

JET (Journal of English Teaching)

Hendrikus Male

NUR ATIKAH BT NOOR RASHID (KKKOTATINGGI)

This article critically reviews the literature that examines the anxiety phenomenon in the field of second/foreign language learning. A major theme that runs through this review is how anxiety comes into play in second/foreign language learning, and whether it is a central construct or only an add-on element that is negligible. Anxiety is defined and described in how it is measured and relates to other affective concepts. Drawing on cognitive, curriculum, and cultural perspectives, the paper examines the possible causes and effects of language anxiety and the relationship between anxiety and second/foreign language learning. Possible educational implications of the anxiety research are indicated.

Juland Salayo

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another. To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language. Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English. Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand. These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation. On the other hand, there is a significant negative ...

Hiroko Katanoda

ardi marwan

Saeed Azimiyan

This study was conducted to determine the effect of anxiety on the language learning process and performance of the learners of English language of both genders. The anxiety is a powerful affective factor and can negatively ban the brain's learning ability. The type of this factor happens in foreign language classes is called "foreign language anxiety" is capable of affecting language learning process and performance of students. In order to investigate the impact, 12 male and female students were divided into 4 groups consisted of two control groups and two experimental groups. The experimental groups received the treatment which was applying some method to reduce anxiety in classes. Pre-test and post-test were taken and results were collected. Finally, by comparing the results, the effect of anxiety on the language learning process and performance of the learners was considered remarkable. At the end of the study, the limitations stayed in front of the researcher were described. Keywords: foreign language anxiety, anxiety, affective factor, performance, language learning, anxiety reducing methods.

Ainawati Husin

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The effects of personality and self-perceived public speaking competence on public speaking anxiety in English as a Foreign Language (EFL) presentations

• Published: 06 September 2024

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• Shuang Liu   ORCID: orcid.org/0000-0001-5450-7251 1  

Foreign language anxiety (FLA) has drawn a considerable amount of attention in recent decades. However, the anxiety that EFL learners experience during public speaking has been relatively underexplored. Thus, this study explored the effects of personality traits and self-perceived public speaking competence on public speaking anxiety (PSA). A total of 205 university students in China participated in a questionnaire gauging EFL learners’ PSA, personality and self-perceived public speaking competence. SPSS, version 27, was used for data analysis, including descriptive statistics, correlation analysis and regression analysis. The first finding revealed significant associations between PSA and Extraversion, Conscientiousness and Neuroticism, with Neuroticism showing the strongest correlation with PSA. The second result indicated that self-perceived public speaking competence negatively correlated with PSA, with 9 out of the 17 aspects of overall public speaking competence showing significant correlations with PSA. In addition, this study revealed significant associations between self-perceived public speaking competence and Extraversion, Conscientiousness and Neuroticism. This study has pedagogical implications for educators to help EFL learners better combat anxiety in public speaking settings.

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Liu, S. The effects of personality and self-perceived public speaking competence on public speaking anxiety in English as a Foreign Language (EFL) presentations. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06638-6

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WHAT IS SO SCARY ABOUT LEARNING ENGLISH? INVESTIGATING LANGUAGE ANXIETY AMONG FILIPINO COLLEGE STUDENTS

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