The Impact of Anxiety on Foreign Language Learners: Case of Third Year Pupils at Bekkay Abdellah Secondary School- Tounane

Abstract

The aim of this study is to investigate the impact of anxiety on foreign language learning, including its symptoms and underlying causes. The research involved administering a questionnaire to thirty high school pupils, conducting an interview with their English teacher, and observing the classroom to identify any visible signs of foreign language anxiety and gain insights into the pupils' attitudes and behaviors. The findings revealed that a significant percentage of the pupils experienced anxiety, with a greater emphasis on speaking rather than writing skills. The study further highlighted that pupils' lack of self-confidence stemmed from difficulties in mastering grammar rules, limited vocabulary, and pronunciation challenges. Additionally, the role of the teacher was identified as influential in learners' anxiety levels, both positively and negatively. The pupils recognized the teacher's potential to reduce anxiety through various motivating and supportive methods. The study sheds light on the complexity of foreign language anxiety and emphasizes the importance of addressing it through effective strategies and teacher support. the teacher's role was identified as influential, capable of either reducing or exacerbating learners’ anxiety, with most pupils acknowledging the importance of a supportive and motivating teaching approach.