Uncovering the Determinants of English Language Anxiety among Undergraduate Learners in Pakistan
A Study at a Private University in Pakistan
DOI:
https://doi.org/10.22555/ijelcs.v8i2.1018Keywords:
language anxiety, Adult Language Learner, Second language learningAbstract
English Language plays a crucial role in global communication across various domains. The objective of this study was to investigate English language anxiety among undergraduate learners at Pakistani private universities and explore the factors affecting language related anxiety. The researchers assessed three demographic variables—age, gender and years of English language learning—alongside three key aspects contributing to language anxiety: Test Anxiety, Fear of negative evaluation, and communication apprehension. Data were collected from one hundred undergraduate participants in the study using English Language Classroom Anxiety Scale (ELCAS). Data analysis was conducted using descriptive statistics, multiple regression, and correlation analysis. The data revealed a significant correlation between years of English language study and language anxiety. However, there was no relationship between gender, age and English language anxiety. The multiple regression analysis revealed that the primary factor related to language anxiety is the fear of negative evaluation. The study underscores the importance of addressing the fear of negative evaluation as the key factor in English language anxiety among Pakistani private university undergraduates and recommends tailored language programs and professional development for educators to create a supportive learning environment.
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