Language Classroom Anxiety: Experiences and Perceptions of College Students

Abstract

The study examined how students' beliefs, feelings, and manifestations of language anxiety change as they learn English as a second language. The study used both quantitative and qualitative data analysis. Less emphasis was placed on numerical data and analysis than on narrative data and investigations. Data were collected using the Foreign Language Anxiety Scale (FLAS) and analyzed using Focus Discussions Group (FDGs). The Ethics Research Committee authorized the procedure and informed agreement quickly due to the study's low risk. By a margin of 3.53, most respondents said they had experienced and exhibited English language dread in the classroom. (3) In English, learners' academic outputs; (4) English educators' characteristics; (5) pedagogical approaches; (6) participation in English language class; (7) dialogue/role-playing participation; (8) The significance of the English language; (9) apprehension of negative evaluation.

Although some of their anxieties were eased by the English teachers' welcoming and cheerful dispositions, others were still apprehensive. According to relevant literature and current statistics, second/foreign language learners experienced classroom terror, regardless of gender or ethnicity. The Anxiety Theory may benefit from more study, not only to assess it but to establish a new one if it is possible.