English language proficiency is increasingly vital in today’s globalized world; however, many high school students experience English Learning Anxiety (ELA), which hinders their academic performance and language development. This study aims to explore the psychological determinants of English learning anxiety and to examine how students actively cope with anxiety in authentic classroom contexts. This research employed a qualitative descriptive design with thematic analysis, utilizing semi-structured interviews and classroom observations involving ten high school students from grades 10 and 11 at SMA Ahmad Yani 2 Baureno, Indonesia. The findings indicate that English learning anxiety is shaped by interrelated psychological determinants, including fear of negative evaluation, low self-confidence (self-efficacy), test anxiety, and learning motivation, rather than by isolated factors. Fear of negative evaluation and evaluative pressure emerged as particularly influential in constraining students’ classroom participation, while low self-confidence and test anxiety further intensified emotional distress. In response, students employed adaptive coping strategies, such as relaxation techniques, self-affirmation, peer support, and engagement in activity-based learning (e.g., storytelling, role-playing, and interactive tasks), to regulate anxiety during English learning. This study contributes novel, context-sensitive insights by foregrounding students’ lived experiences and coping processes, thereby extending existing ELA research beyond variable-centered explanations toward a dynamic, process-oriented understanding of anxiety regulation in secondary education contexts. The findings suggest that supportive classroom environments and interactive instructional practices play a crucial role in reducing students’ psychological burden. Accordingly, English language teachers are encouraged to integrate psychologically responsive and interactive teaching strategies to foster emotional safety and learner engagement, particularly within exam-oriented educational settings.

English language learning anxiety is a significant affective factor influencing students’ academic participation and performance in second language classrooms. This study explores English Language Learning Anxiety (ELLA) among Pakistani university students through the lens of Horwitz, (Yu Cui, 2025), and Cope’s (1986) Foreign Language Classroom Anxiety (FLCA) Model, which conceptualizes anxiety as comprising communication apprehension, fear of negative evaluation, and test anxiety. The study adopted a qualitative exploratory research design to gain an in-depth understanding of learners’ emotional experiences in English language classrooms. Data were collected through semi-structured interviews with ten (10) undergraduate students enrolled in the 7th semester of the Education Department at the University of Gujrat, Pakistan. The participants had extensive experience with English- medium instruction and classroom-based oral activities. The interview data were analyzed using thematic analysis, guided by the three core components of the FLCA model. The findings revealed that communication apprehension was the most prominent source of anxiety, particularly during oral presentations and classroom discussions. Fear of negative evaluation from teachers and peers significantly reduced students’ confidence and willingness to participate. At the same time, test anxiety emerged during assessments, presentations, and examinations, leading to stress and performance difficulties. The results indicate that English language anxiety is largely classroom-specific and shaped by instructional practices, peer interaction, and evaluation methods. The study concludes that reducing English language anxiety requires supportive classroom environments, constructive feedback, and anxiety- sensitive assessment practices. The findings offer practical implications for English language teachers and curriculum designers in Pakistani universities to foster confidence and active participation among learners.

This study aimed at analyzing teachers’ and students’ attitude towards the use of code switching and the English language anxiety of students, explored in a mixed-methods approach particularly the convergent parallel design. Purposive sampling was utilized in choosing the 200 respondents of this study. Descriptive correlational approach is used in the quantitative part, and the descriptive qualitative research design for the qualitative part. The results reveal that students’ favor the use of code-switching as it allows them to understand better and view code-switching as something that enhances their communication skills. As for teachers’ attitudes towards the use of code-switching, the result shows that respondents highly support the teachers’ code-switching during discussion because they believe that it helps them understand better. Language anxiety obtained a remarkable result postulating that it affects learners’ inability to learn and speak the English language because of fear of committing errors, fear of correction and humiliation. The self-assessed code-switching findings reveal that students are likely to use code-switching in communicating with teachers and peer during classroom instruction. Moreover, the IDI and FGD generated themes which are English language anxiety, lack of language learning opportunities, and English-speaking apprehension leading to their inability to express their ideas in English. Overall, the quantitative data result converges with the qualitative data displaying a positive attitude towards the use of code-switching. For the axiological implication, the result implies that the use of the first language in communication and in learning the second language helps one in understanding and encourages easy expression of ideas. Keywords: Education, Code-Switching, English Language Anxiety, Language Proficiency, Philippines

English language anxiety remains a significant barrier for undergraduates in Malaysia, often impeding their willingness to communicate effectively in academic and professional settings. Drama-based learning is recognised as an innovative and experiential method that not only enhances language skills but also boosts self-confidence. This study examines how drama activities incorporated into a drama-based English communication course at a Malaysian public university increase students' confidence in speaking English. A qualitative case study using semi-structured interviews was conducted with three lecturers who taught the course. The constant comparison method was employed to identify recurring themes during data analysis. Findings suggest that activities such as monologues, improvisation, drama production, poetry recitation, and language games helped students overcome anxiety, develop social interaction skills, and build confidence to communicate spontaneously in English. The results underscore the effectiveness of drama as a teaching tool in higher education, fostering an environment that encourages students to take intellectual risks and express themselves freely. This research provides valuable insights into ongoing discussions about learner-centred methods in English language teaching, emphasising the potential of drama to alleviate language anxiety and promote communicative competence. The study ultimately recommends greater integration of drama into university curricula as a strategic approach to enhancing language learning outcomes.

This study explores the English language anxiety experienced by Javanese postgraduate female students. It highlights the influence of social, cultural, and gender factors on language anxiety. Using a qualitative approach with thematic analysis, data were collected through semi-structured interviews with a total of seven students from the English Language Education postgraduate program at Universitas Negeri Malang. The results indicate that there are three main sources of language anxiety: fear of making mistakes due to a culture of shyness, anxiety when speaking in public due to a culture of avoiding confrontation, and lack of preparation in using English in academic contexts. Moreover, Javanese cultural values such as etiquette (tata krama), politeness, harmony (rukun), and gender roles emphasizing politeness have been shown to influence female students' anxiety in using English. Students also used and shared various strategies to cope with anxiety, such as building self-confidence, maintaining a positive mindset, continuing to practice, and creating a comfortable learning environment. This study also highlights the importance of a learning approach that is aware of students' cultural backgrounds in creating a more inclusive and supportive learning environment, such as avoiding negative judgment and monotonous learning.

This study examined language anxiety and academic performance in Senior High School HUMSS at Polanco National High School, Schools Division, in 2021–2022. This research was quantitatively descriptive-correlational. We obtained data from 200 grade 11 and 12 HUMSS students at Polanco National High School using counting, averaging, and statistical tests. The study indicated considerable communication apprehension, exam anxiety, and English classroom anxiety. In terms of dread of negativity, respondents' language anxiety is significant. Standard deviations under 3.0 indicated strong response homogeneity. The respondents' academic performance was extremely good, indicating that senior high school students have modest English anxiety. Standard deviations under 3.0 indicated strong response homogeneity. Sex and age did not affect pupils' English language anxiety, the study revealed. But their grade level affected their English language anxiety. Data showed a strong correlation between English language anxiety and academic performance. This study found that Polanco National High School seniors' academic performance was substantially correlated with English language anxiety. Thus, leading Department of Education officials will teach communicative language learning approaches to lessen pupils' fear and improve their attitudes toward communication.

A Study on the Correlation between Perceived Culturally Responsive Teaching Experience and English Language Anxiety Levels among University Students in Selected Public and Private Universities in Klang Valley, Malaysia

The study examines English language anxiety among secondary students in Nepal, a nation marked for its diverse multilingual realities where English has emerged as a marker of socio-cultural prestige and economic privilege. Using the hermeneutic-phenomenological approach, the study investigated the lived experiences of eight purposively selected students from diverse socioeconomic backgrounds through in-depth interviews and thematic analysis; the themes drawn were fear of negative evaluation, low linguistic self-confidence, societal pressures conveying that a person is smart only if he or she is good at English, minimal exposure to English in real life, fear of making mistakes, teacher-student relationship, peer comparisons, and coping mechanisms. Findings reveal that students experience heightened anxiety due to societal expectations that place intelligence and success on being proficient in the English language, coupled, of course, with low exposure to real-world English use. Teacher feedback and classroom environment are equally vital in moderating anxiety; encouraging teachers can help build learner confidence, whereas negative criticism only elevates the fear. Feelings of inadequacy are also increased through peer comparisons; on the other hand, coping strategies like self-affirmation and informal practice reduce anxiety. The study thus highlights the urgent need for training teachers to provide emotional support within pedagogy, training that embraces cultural responsiveness, along with creating further chances for English practice beyond the classroom space. By tackling these socio-psychological impediments, teachers could render the learning environment more inclusive towards learners.

Learners struggle to apply effective language strategies. The study was determined the mediating effect of English language anxiety on the relationship between classroom learning environment and language learning strategies among senior high school students. Descriptive correlational design was used, with 260 samples randomly selected. It was found that English language anxiety did not significantly mediate the correlation between classroom learning environment and language learning strategies. Strengthening the classroom learning environment may be made a priority. To validate the findings, the study may also be replicated in other locales using different samples. Aims: The study aimed to examine the mediating effect of English language anxiety on the correlation between classroom learning environment and language learning strategies among students. It also sought the correlation between classroom learning environment, language learning strategies, and English language anxiety. Study Design: A descriptive correlational design was used. Methodology: A total of 260 senior high school students enrolled in a private school in Davao City were selected through random sampling. Data were collected using adapted questionnaires. Statistical analysis includes descriptive statistics, Pearson Correlation, and Mediation Analysis. Results: Findings revealed that English language anxiety did not mediate the correlation between classroom learning environment and language learning strategies. Conclusion: Prioritizing the strengthening of the classroom learning environment is recommended. To validate the findings, future studies may replicate the research in other locations with different samples.

This study examined the relationship of English language anxiety on the academic performance of students in higher education institutions in Sulu during the 2024-2025 academic year. A descriptive-correlational study of 200 students, chosen based on specific criteria and analyzed via mean and standard deviation for descriptive statistics, and applied t-tests, one-way ANOVA, and Pearson correlation for inferential evaluation, revealed that most participants were female, aged 19-25, mainly in their second or third year of college, and had college-educated parents. The study found that moderate English language anxiety was prevalent among students and negatively affected their academic performance, classroom engagement, and confidence, with grades in English subjects often just passing. Moreover, students with more educated parents showed less anxiety and performed better academically, and year level also influenced achievement. Students with moderate anxiety tended to achieve marginal academic results, consistent with Horwitz et al.'s theory on the role of emotional and psychological factors in second language learning challenges. The study suggests that HEIs should implement strategies to reduce language anxiety and improve academic outcomes.

English language anxiety is one of the most often experienced barriers faced by university students in Pakistan which keeps them away from making effective academic achievements and real communication. This study seeks out the main reasons and ways that students have been devising to handle English language anxiety. Qualitative research was adopted for the purpose of collecting data using semi-structured interviews with university students from various disciplines. The analysis revealed that language issues, fear of negative evaluation, lack of confidence, and inadequate exposure contribute significantly toward language anxiety. Additionally, socio-cultural aspects and institutional practices are important in building the students' experiences of learning English. In turn, students adopt different strategies-toward coping self-directed learning, peer support, and maximized exposure to English media and informal conversations-with respect to the challenges faced. It was found that these interventions would need to provide an environment for learning, effective teaching methodologies, and institutional strategies as necessary components that would help students cope better with their anxiety about languages. Understanding causes and disclosing mechanisms would provide a base for educators and policymakers to draw up strategies to build confidence and competence in English among students. The research significantly contributes to the psychological and sociological aspects of language anxiety, and points towards the broader issues of understanding language learning in a multilingual context.

Learning a second language, especially English, has significant implications for mental health. This paper explores the relationship between English language learning (ELL), language anxiety, self-esteem, and depression. While English proficiency offers social and professional advantages, it can also contribute to stress and emotional distress, particularly among non-native learners. Language anxiety, stemming from communication difficulties and fear of judgment, can negatively impact self-esteem and lead to depressive symptoms. Conversely, successful language acquisition can enhance confidence and mental well-being. This study examines existing literature on ELL’s psychological effects and provides recommendations for minimizing negative impacts while maximizing the mental health benefits of language learning.

This study focuses on gender differences in English Language anxiety among Moroccan students. A structured questionnaire was employed for data collection by adopting a cross-sectional research design. The respondents comprised 240 university students; the questionnaire included respondents’ demographic data and the English Language Classroom Anxiety Scale (ELCAS). The study aimed to answer three research questions: (1) Does gender significantly influence English language anxiety among Moroccan students? (2) What variables cause male and female students’ English language anxiety? (3) How does English language anxiety affect male and female students’ academic achievement and well-being? The study affirms that the level of English anxiety significantly differs by gender, and the female students had higher English anxiety. Some significantly identified factors include fear of negative evaluation and communication apprehension. The study thus advocates for tailored intervention to address gender-specific language anxiety and promote the student’s academic achievement and well-being.

This article reports a practitioner research in which third grade students of an English Language Teaching program are taught how to conduct practitioner research to highlight the importance of exploring the classroom in more detail and to improve their own classroom teaching. In the academic year 2023-2024, Fall term, the instructor decided to introduce practitioner research by conducting one herself. The students participated in all phases of the collective meaning-making. The target puzzlement was to deal with the problem of silent students. First, Paphamihiel (2002)’s English Language Anxiety Scale was used to measure the students’ level of anxiety. Secondly, two volunteer students were included as co-researchers and they watched the lesson recordings and identified the silent students. Lastly, those students were interviewed to investigate the reasons why they were silent. Our findings showed that their silence could be attributed to personal issues and not to the course or the course tutor in particular.

This research study aims to examine the factors that trigger anxiety among students learning the English language in the classroom within a private senior high school setting in Makassar, Indonesia. A qualitative approach was employed whereby data were obtained through semi-structured interviews, classroom observations, and the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 20 students came on board, representing a selection of students at various levels of proficiency. The study outlines learners’ anxiety based on their personal, environmental, and instructional factors. Some of the personal reasons that anxiety is created include fear of negative judgments, low self-esteem, or even previous harsh remarks about an individual; such factors do decrease students’ involvement in the lessons. Some other more global aspects, such as a worry about what others think and competitive environments, aggravated the anxiety felt by the students. So, contradictory to this explanatory factor, a range of focal elements, including how difficult the task was, whether there was a focus on speaking accurately, and the nature of tests targeting particular tasks, also proved to create a high level of anxiety. The FLCAS questionnaire revealed that students did experience quite a bit of test anxiety and also apprehensiveness of test taking. In classroom settings, the researchers were able to notice some behavioral aspects of anxiety, such as the inability to engage verbally and the lack of willingness to maintain eye contact during conversations. The study recommends that instead of making language learning full of competition, instructors should try to find good explanations of the language and assist them in overcoming that language anxiety. Besides, there is a need for an in-depth study of the ways that may help to decrease anxiety in English language classrooms.

This qualitative study investigates the practices of Bachelor of Secondary Education (BSED) English majors in dealing with English language anxiety. Through interviews with the eleven research participants, peers, and classmates, the study identifies triggers, manifestations, and coping strategies associated with language anxiety among BSED English students. Findings reveal that past negative experiences, fear of criticism, lack of confidence, and performance pressure contribute to language anxiety, manifested in various physical and emotional symptoms. Coping mechanisms include self-talk, self-acceptance, breathing techniques, and preparation, which highlight the importance of psychological and practical approaches in managing anxiety. The study concludes that language anxiety poses significant challenges for BSED English students but can be effectively managed through targeted interventions and support strategies. Recommendations include integrating anxiety-reduction techniques into teaching practices, providing opportunities for practice and feedback, fostering a supportive classroom atmosphere, offering mindfulness workshops, and conducting further research on effective interventions. Implementation of these recommendations can enhance students' academic performance and well-being, creating a more inclusive and supportive learning environment for English language learners.

A large group of English language students especially students belonging to all educational levels are anxious in language education progression. Several studies have deduced that anxiety can be an obstacle to success in second or foreign language learning. The purpose of this study was to compare language anxiety of different educational[1] background in Pakistani education system. The research undermines a quantitative research methodology follows a deductive approach. For this research, the target population was undergraduate students of different educational backgrounds of private University. The sampling technique for this research was Purposive Sampling. The sample size for this study was 349 whereas; the data was collected through primary sources. The collected data was then analyzed through Pearson Correlation tests, T tests. The reliability of the data was analyzed through Cronbach Alpha. Since this study was a comparative study, in this regard the research paper attempted to compare the test anxiety of students of Matric system with the Cambridge System. Essentially, there is a very slight difference in the levels of language anxiety between matric and Cambridge students of Private Universities of Karachi. Like previous conducted research this study also revealed that nonnative language especially in higher level i.e. in university level is the most anxiety exasperating second language skill.

A Study on the Correlation between English Language Anxiety and Academic Performance in English Among Students at Local Polytechnics

This study qualitatively explores the causes of Foreign Language Classroom Anxiety (FLCA) among Thai graduate students. Data were gathered through semi-structured interviews and focus group discussions with participants from various higher education institutions. Thematic analysis identified three central themes: Linguistic Competence Issues, Social and Relational Factors, and Emotional and Psychological Influences. Linguistic Competence Issues include challenges such as insufficient grammatical knowledge, limited vocabulary, poor pronunciation, and lack of practice, which undermine students' confidence and communication skills. Social and Relational Factors involve external pressures like teacher expectations, peer perceptions, and the fear of social judgment. Emotional and Psychological Influences encompass internal aspects such as fear of making mistakes, lack of self-confidence, and personality traits that exacerbate anxiety. The findings also reveal that students from private universities generally experience higher levels of FLCA compared to those from Rajabhat universities. This disparity is attributed to differences in institutional support systems, the diversity of student populations resulting from more relaxed admission criteria, and the presence of a more competitive academic environment. These findings highlight the complex nature of English language anxiety and underscore the importance of targeted interventions. By addressing these specific concerns, educators can enhance the educational experience for English as a Foreign Language (EFL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

The purpose of this study is to evaluate the effect that students' anxiety has on their academic performance, taking into account the function that student involvement plays as a mediator, at private institutes in the city of Erbil. To measure the effectiveness of the present research, the researcher employed a quantitative research approach in the form of a survey. The questionnaire was given out of total of four private institutes in the city of Erbil. Despite this, the researcher was successful in collecting 110 fully filled-out questionnaires. After the data collection phase was finished, all of the collected information was analyzed using SPSS to determine the impact that students' anxiety had on their academic achievement, taking into account the role that student engagement played as a mediator, at private institutes located in Erbil city. The findings proved a significant and positive mediation role of student engagement between student anxiety and academic achievement at the selected four private institutes in Erbil city. The study recommended that involvement and participation in class, group projects, and other classroom activities have been shown to improve students' engagement and decrease their anxiety. Furthermore, providing workshops, training sessions, and other resources to help students cope with their anxiety about learning a new language.