English Anxiety Among College Students

English Anxiety among College Students
By: (YOUR NAME)
Introduction
The English language has become a global means of communication, with proficiency in
English being highly valued in today's interconnected world. In many countries, including non-native
English-speaking nations, English language courses are an integral part of college curricula. While
learning English offers numerous opportunities and advantages, it can also give rise to significant
challenges, particularly in the form of language anxiety. English language anxiety refers to the
apprehension, fear, and discomfort experienced by individuals when using or learning English as a
second or foreign language.
This research paper aims to investigate the phenomenon of English language anxiety among
college students. The focus on college students is crucial as they are in a critical phase of their
academic and personal development, often encountering English language courses that are a
prerequisite for their chosen fields of study. Understanding the causes and consequences of English
language anxiety is essential for educators, language instructors, and policymakers to address this
issue effectively and create a supportive learning environment that promotes language learning and
student well-being.
Background of the study
The English language's widespread use as a lingua franca has led to its dominance in
academic, professional, and social domains worldwide. As a result, many college students find
themselves in situations where they must learn and use English to fulfill academic requirements,
participate in international exchange programs, or enhance their future career prospects. However,
the pressure to acquire English proficiency can often evoke feelings of anxiety among students.
Statement of the problem
English language anxiety has been recognized as a significant obstacle that hinders effective
language learning and academic performance. It not only affects students' linguistic abilities but also
impacts their confidence, self-esteem, and overall well-being. Therefore, it is crucial to explore the
factors contributing to English language anxiety among college students and understand its
implications on their academic journey.
Review of related literature
Shekan (1989) also expressed that these language anxieties, a sort of tension explicitly
connected with learning the subsequent language (L2), can emerge from numerous sorts of
sources. For example, the classroom exhibits anxiety-triggering phenomena that can affect the
student’s mental capacity and capability. In such semantic circumstances, Ohata (2005)
accentuated that this assessment may trigger uneasiness concerning the students as they are
helped to remember their present L2 skills. Because of the use of the English language in the
Philippines, many students are engaged in learning activities that will help them to improve
their language and communication skills in English. However, some of these students encountered
anxiety as they acquired and further manifested the English language. Anxiety is one of the factors
that hinder the student’s development in the English language. As eloquently studied by
Nechita, Nechita, and Motorga (2018), anxiety is a condition that can influence life on multiple
levels without having a predetermined way of action.
According to Hyland (2010), many students devoted their time studying and practicing
their English language outside the classroom in the form of more receptive activities such as
listening and reading than speaking. Some of the students are well-focused on private rather than
public activities that involve face-to-face contact. The motive behind this avoidance of using the
English language involved both individual and socio-political factors.
However, Hyland (2010) also found out that, despite the negative feelings of students
in public using English, successful English students remain active in the private area of use of
English. The private domain could provide an excellent environment for out-of-class language
learning since it is less threatening and easier to manage. A study conducted by Ferdous (2012)
considered anxiety as a vital variable in English language learning which involves non-
conformity in the physical and emotive state. Among non-English undergraduates in the first
year, foreign language anxiety could make students feel insecure when they do not attempt to
lower it. Teachers, as advised, should consider the emotional factors of their students to
minimize such anxiety, because a low anxiety atmosphere will help students achieve a smooth
learning process .
(Ferdous, 2012). Alfadil (2012) discussed that anxiety has been discovered to be associated
with English-learning accomplishment among various gatherings of individuals in different
settings. He, then, investigated English learning anxiety among the students of the Faculty of Arts
and Humanities-Red Sea University. This examination analyzed 74 students studying English. The
outcomes showed that female students had similarly high anxiety in English learning compared to
male students having higher anxiety in English classes
Objectives
 This research paper aims to achieve the following objectives:
 Identify the causes of English language anxiety among college students.
 Examine the consequences of English language anxiety on students' academic

performance, social interaction, and psychological well-being.
 Explore strategies and interventions to alleviate and manage English language anxiety
among college students.
Research Questions
To address the aforementioned objectives, this study will seek answers to the following research
questions:
a. What are the factors contributing to English language anxiety among college students?
b. How does English language anxiety impact students' academic performance, social interaction, and
psychological well-being?
c. What strategies can be implemented to alleviate and manage English language anxiety among
college students?
Conclusion
Therefore, by investigating these research questions; this study aims to provide valuable
insights into the prevalence, causes, consequences, and potential interventions related to English
language anxiety among college students. The findings will contribute to the existing body of
knowledge on language anxiety and guide educators, language instructors, and policymakers in
creating supportive learning environments that foster effective language acquisition and student well-
being.
References
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative
Sociology, 42(2), 139-160.
Barrot, J. (2018). English Curriculum Reform in the Philippines: Issues and Challenges from
a 21st Century Learning Perspective. Journal of Language, Identity & Education, 18(3): 145-160.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative
Research in Psychology, 3(2), 77-101.
Braun, V., Clarke, V., & Weate, P. (2016). Using thematic analysis in sport and exercise
research. Routledge Handbook of Qualitative Research in Sport and Exercise, 191-205.
Coelho, V. A., Bear, G. G., & Brás, P. (2020). A multilevel analysis of the importance of
school climate for the trajectories of students’ self-concept and self-esteem throughout the
middle school transition.
Journal of Youth and Adolescence, 49(9), 1793-1804. Cui, J. (2011). Research on high
school students’ English learning anxiety. Journal of Language Teaching and Research, 2 (4), 875-
880.
Denzin, N. K., Lincoln, Y. S., & Giardina, M. D. (2006). Disciplining qualitative research.
International Journal of Qualitative Studies in Education, 19(6), 769-782.

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English Anxiety Among College Students

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English Anxiety among College Students

By: (YOUR NAME)

Background of the study

Statement of the problem

Review of related literature

 This research paper aims to achieve the following objectives:

 Identify the causes of English language anxiety among college students.

 Examine the consequences of English language anxiety on students' academic

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