Language anxiety in foreign language students at the University of the Atlantic
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Keywords
Linguistic Anxiety, Foreign Languages
Abstract
The purpose of this article was to identify the levels and factors associated with linguistic anxiety of foreign language students at the Universidad del Atlántico. A quantitative, crosssectional, descriptive approach was used. Data were collected through a Likert-type survey administered to a sample of 66 students about their emotional experiences, avoidance behaviors, coping strategies, and perceptions of teaching. The results indicate that a large majority of students suffer from anxiety when speaking in class and during oral assessment contexts, with the most common reasons being fear of making mistakes and concern about being judged by their peers. In addition, there was a significant tendency to avoid speaking in class; although many students experience this anxiety, they have tried to use personal coping strategies. The vast majority expressed a desire to receive help from the teacher using active techniques and methodologies that could create a more protective learning environment. These findings emphasize the need to recognize language anxiety as one of the most important problems in foreign language learning at the university level.
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