Abstract
Anxiety is a powerful affective factor that makes a negative impact on the foreign language learning and performance. It is important to be aware of the learning conditions that can influence the foreign language anxiety level. The primary aim of this study was to examine the difference in students' foreign language anxiety level in classroom and distance learning environments. The given investigation was conducted in the Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Ukraine, in the spring semester, 2020, and involved 38 students of the 1-st and 2-nd years of studying. The comparative analysis of the students' foreign language anxiety levels in traditional classroom and distance learning environments has been carried out. A survey method engaging the use of FLCAS with 5-point-items Likert scale was employed. The obtained results have demonstrated a significant increase in communication apprehension and fear of negative evaluation anxiety types as well as a slight decrease in test anxiety and fear of making mistakes. The factors that caused such changes have been analyzed and defined. Among the main negative-bearing factors are the changes in the learning context and the character of distance online learning per se. The reasons for positive changes in the students' foreign language anxiety levels are − flexibility of the schedule, growing autonomy of the students and improved test-taking skills. Possible ways of reducing foreign language anxiety, such as developing students' awareness of foreign language anxiety and its symptoms, computer-based communication competency, peer support and learner autonomy have been suggested. The major conclusion made is that anxiety is a labile foreign language learning factor, which can be changed in the new learning context. Hence, the task of foreign language teachers is to reduce foreign language anxiety by taking into account the aforementioned factors.
Highlights
Anxiety has always been going alongside the process of teaching foreign languages in Ukraine
Teacher-centered foreign language teaching process was heavily focused on form and grammatical accuracy of speech, which was a source of fear of making mistakes
We have found out that, researchers mostly concentrate on anxiety in conventional face-to-face foreign language classes and little attention is given to the exploration of this complex psychological phenomenon in foreign language learning at a distance, though the anxiety role in a distance language learning environment might be considerable
Summary
Anxiety has always been going alongside the process of teaching foreign languages in Ukraine. To understand its nature and source, one has to take a closer look at the learning context in this country, which is deeply rooted in the teaching traditions of the 19th century. GrammarTranslation method predominating in the first part of the last century was combined with some elements of Audiolingual and Communicative approaches later, in the second part of the century. Teacher-centered foreign language teaching process was heavily focused on form and grammatical accuracy of speech, which was a source of fear of making mistakes. Communication as such boiled down to teacher-student question-answer format, almost devoid of spontaneity, which made unprepared speaking another source of anxiety. Being a part of the USSR and living behind the “iron gate” until 1991, the Ukrainians had very little opportunity to communicate with native
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