Cudzojazyčná úzkosť, sebahodnotenie a copingové stratégie gymnazistov v kontexte osvojovania anglického jazyka
Foreign Language Anxiety, Self-Evaluation, and Coping Strategies of High School Students in the Context of English Language Acquisition

Summary/Abstract: Foreign Language Anxiety (FLA) is one of the most significant affective factors influencing the success of foreign language acquisition. The aim of this study was to identify the sources of FLA among Slovak high school students, analyze their coping strategies, and examine the relationship between FLA and self-esteem. The research sample consisted of 88 students aged 18–19. Data were collected using the FLCAS and RSES scales and questionnaires to map sources of FLA and ways of regulating it. The results showed that the strongest sources of anxiety were oral production, the need for quick responses, and concerns about pronunciation. The most frequently used coping strategies were positive thinking and relaxation, with no significant gender differences found. Correlation analysis showed a negative relationship between FLA and self-confidence, confirming theoretical models of affective filtering. The results emphasize the need to support an affectively safe environment in English language teaching processes and the systematic development of adaptive coping strategies in students.

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