Abstract
Virtual classroom using technology is a novel dimension in distance learning and teaching pedagogy during the pandemic situation across the globe. Researchers regard e-learning as an opportunity for future teaching and learning approach. Therefore, recent pieces of literature on Foreign Language Anxiety, Technological anxiety and E-learning using virtual classroom inspires the current researchers to foster a real picture of Bangladeshi educational institutions. The study aims at investigating whether the virtual classroom situation creates anything new in Foreign Language Anxiety or heals the learners from anxiety experienced in the physical classroom. A self-made Foreign Language Virtual Classroom Anxiety Scale (FLVCAS) was conducted through 104 students’ participation from three public and three private universities of Bangladesh. Through the tertiary level learners’ physical language classroom and virtual language classroom participation, the quantitative data has been collected. In-depth interview and focus group discussion have also been conducted to collect qualitative data. The study also shows findings and important recommendations for the concerned so that virtual language classroom environment and anxiety-free ‘Foreign Language Virtual Classroom’ can be implemented.
Highlights
Emotional arousal and its impact in Second /Foreign language learning and acquisition have long been researched
This study investigates whether foreign language virtual classroom situation adds any features to Foreign Language Classroom Anxiety or heals it
The quantitative data collection covered the completion of a questionnaire named “Foreign Language Virtual Classroom Anxiety scale (FLVCAS)” made by the researchers
Summary
Emotional arousal and its impact in Second /Foreign language learning and acquisition have long been researched. Many of the previous studies record e-learning anxiety too. Anxiety has been recorded to have an impact on Language learning and acquisition. Language-learning stress has been defined as “the feeling of tension and apprehension associated with second-language contexts” (MacIntyre & Gardner, 1994b, p.284). Researchers, like Bailey, 1983; Horwitz, Horwitz, & Copes, 1986; MacIntyre & Charos, 1996, found many proofs that confirm anxiety has a negative correlation with the achievement in Second and foreign language and classroom situation, and teaching-learning system to be the source of study, one of the most important research by Stephen Krashen (1982) that begets ‘Affective Filter Hypothesis’ directs nonlinguistic variables to effect natural language flow. According to Krashen, “when language learners become anxious, a filter is raised in their minds which blocks linguistic input from entering”; this is known as the affective filter hypothesis (Krashen, 1981, 1982)
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