Language Classroom Anxiety: College Students’ Perceptions, Experiences, and Manifestations in a University

English

  • Belladona A. Cortez Negros Oriental State University, Bais City, 6206, Philippines
  • Don Vicente C. Real Villaflores College, Tanjay City, 6204, Philippines
Keywords: Students’ Language Anxiety, Perceptions, Experiences, Manifestations, Mixed Method

Abstract

The study assessed the factors that contributed to the language anxiety of college female students in the use of English as a second language; their perceptions, experiences, manifestations, and the extent to which the classroom environment contributes to the students’ anxiety in learning the target language. The mixed method was used in the study with quantitative and qualitative data analysis. The quantitative dealt with numeric data and analyses, while qualitative dealt with narrative data and analyses. The Foreign Language Classroom Anxiety Scale [1] was the main research tool used in gathering the data and the Focus Group Discussion (FGD) for an in-depth analysis of the students’ language anxiety. Considering the low-risk status of the study, the Research Ethics Committee approved the research protocol and informed consent in an expedited manner considering the respondents as a non-vulnerable group. In quantitative analysis, the findings revealed that the majority of the respondents agreed having perceived, experienced, and manifested their English language anxiety in the classroom as per composite mean of 3.52; 3.19; and 3.30 respectively. In qualitative analysis, the findings disclosed that three-fourths or a little less of the student respondents had anxiety in each of the ten themes: (1) students’ perceptions in English; (2) actual language anxiety experiences; (3) students’ academic outputs in English; (4) characteristics of English teachers; (5) teaching strategies employed; (6) attendance in English language class; (7) participation in dialogue/role play; (8) importance of English language; (9) fear of negative evaluation; and (10)  test-taking. However, some of the anxieties were mitigated by using appropriate teaching strategies and the accommodating-positive attitudes of the English teachers in handling the English class. Hence, regardless of sex and race, the cited related literature and the present findings have revealed that learners of a second/foreign language had experienced anxiety in the classroom. Further studies may be explored to unravel new insights using the time-honored Anxiety Theory not just to test the theory but to build a new one if possible.

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Published
2021-09-08
Section
Articles