Abstract:
Foreign Language Anxiety (FLA) significantly influences students’ self
assurance, involvement, and overall language skills in English as a Foreign
Language (EFL) setting. This research investigates the factors contributing to
and consequences of FLA among secondary school students in Bangladesh,
incorporating perspectives from student-teachers and language experts. A
qualitative research design was employed, using surveys, semi-structured
interviews, and Focus Group Discussions (FGDs) to gather in-depth insights
into students’ experiences with language learning anxiety, specifically in
speaking, listening, reading, and writing. The data were analyzed using
thematic analysis. The findings reveal that FLA is driven by various elements
such as fear of errors, discomfort in speaking English, exam pressure, and
limited exposure to English beyond the classroom. Additionally, traditional
teaching methods amplify anxiety across all language areas. Student-teachers
identified challenges in addressing FLA while following strict curriculum
guidelines, while language specialists stressed the importance of adopting
interactive, student-focused teaching methods to alleviate anxiety. This study
highlights the need for strategies in the classroom that create a more supportive
and interactive learning environment. By encouraging peer collaboration,
using communicative teaching methods, and fostering a positive atmosphere,
anxiety levels can be reduced, thereby enhancing language learning. The
study adds to the understanding of FLA in Bangladesh’s EFL context and
offers practical recommendations for curriculum designers, educators, and
policymakers to improve English language teaching.
