The Impact of classroom anxiety on second language acquisition: An investigation of university students’ perceptions of anxiety in English language learning
The Impact of classroom anxiety on second language acquisition: An investigation of university students’ perceptions of anxiety in English language learning

Summary/Abstract: A tangible and recurrent issue faced by foreign language educators, classroom anxiety among second language learners is a phenomenon that transcends theoretical and research-oriented contexts. Given that effective communication in a foreign language is a primary goal for language learners, contemporary pedagogical trends emphasize the development of oral proficiency, which can, paradoxically, heighten students’ anxiety levels. This paper delves into the prevalence of anxiety in foreign language education and focuses on strategies that educators should employ to address it as an integral facet of productive teaching. Our study involves 230 university students enrolled in English as a Second Language (ESL) courses at the Faculty of History and Philology, University of Tirana, Albania. The principal aim of this exploratory research is to evaluate the phenomenon of foreign language anxiety by validating the Foreign Language Classroom Anxiety Scale (FLCAS) tailored for English-speaking students while also gauging the extent of anxiety experienced by these students. The findings of our analysis reveal that university students exhibit symptoms of anxiety that significantly impact their communication in language classes. Paradoxically, an increased emphasis on speaking practice, aimed at enhancing oral proficiency, can exacerbate communication apprehension, ultimately detracting from the joy of language acquisition. The objective of this study is to provide empirical evidence and explore strategies for mitigating foreign language anxiety, recognizing it as a pedagogical challenge that impedes students’ learning progress.

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