Anxiety Level of Students Pursuing Tertiary Level Studies in a Compulsory Second Language

Abstract

Foreign language learning anxiety is a very common phenomenon among students throughout the world. In Bangladesh, teaching and learning of a second language, namely, English is a major educational concern. Anxiety can have an adverse effect on students’ achievement levels. The aim of this research was to investigate the range of situations that are responsible for arousing anxiety in learners while pursuing their tertiary studies in a compulsory foreign language (FL) which is English. Attempt was also made to examine the perceptions of these learners about how foreign language classroom anxiety can have a debilitating effect on their academic experience. The study was conducted through a mixed method approach on a group of students studying at a private university in Bangladesh through questionnaire surveys and focus group discussions (FGDs). Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) was employed to conduct the survey. Data from the survey and FGDs were analysed using quantitative and qualitative measures. The data analysis has revealed that anxiety poses adverse effects on students’ performance in classroom and exams at the tertiary level. The paper also offers pedagogical implications giving insights to the researchers and teachers in helping students overcome the obstacles which increase their anxiety. The study concludes with some possible suggestions that educators may consider dealing with students’ anxiety in the foreign language (FL) dominated classrooms.