Keywords
speaking skills
advanced learners
coping mechanisms
EFL (English as a Foreign Language)
Categories
How to Cite
Abstract
This mixed-methods study explores language anxiety among advanced English-language learners (B2–C2 levels according to the CEFR) who study English at university. The aim was to determine whether anxiety persists at higher proficiency levels and how strongly it affects high-proficiency students. Data were gathered through an online questionnaire and followed up with interviews, thereby combining quantitative and qualitative approaches and providing a more comprehensive understanding of this issue. The results reveal that even advanced learners experience situational anxiety and that linguistic competence does not completely exclude anxiety, although it does reduce its intensity. Anxiety often occurs due to fear of negative evaluation, perfectionism, and comparison with peers rather than because of linguistic incompetence. Qualitative findings show that students believe they could reduce anxiety through consistent practice, authentic communication, and positive reinforcement, whereas self-doubt and avoidance maintain it. Numerous studies have examined the anxiety levels of foreign language learners in general, but relatively few have focused on students at such an advanced level. The most important pedagogical implications of this study include recognizing the need to foster a supportive classroom environment and focusing on affective strategies that can help students build their confidence and self-efficacy.
References
Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155–168. https://doi.org/10.1111/j.1540-4781.1994.tb02026.x
Akbar, A., Sofyan, D., & Damayanti, I. (2018). Factors causing foreign language anxiety (FLA) in speaking. Journal of English Education and Teaching, 2(2), 46–57. https://doi.org/10.33369/jeet.2.2.46-57
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. Journal of Abnormal and Social Psychology, 61(2), 207–215. https://doi.org/10.1037/h0045464
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647–656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Dulay, H., Burt, M., & Krashen, S. (1982). Language two. Oxford University Press.
Gregersen, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(1), 25–32. https://doi.org/10.1111/j.1944-9720.2003.tb01929.x
Harmer, J. (2001). The practice of English language teaching (3rd ed., completely rev. and updated). Longman.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559–562. https://doi.org/10.2307/3586302
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/10.1017/S026144480999036X
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Kao, P. C., & Craigie, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study. Hungkuang Journal, 61, 49–62. http://gas.hk.edu.tw/main/download/journal/61/49-62.pdf
Králová, Z. (2016). Foreign language anxiety. Constantine the Philosopher University.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd ed.). Oxford University Press.
Lee, K., & Ye, Y. (2023). Investigating the reliability of foreign language classroom anxiety scale (FLCAS): An application of generalizability theory. Research Methods in Applied Linguistics, 2(1), 100036. https://doi.org/10.1016/j.rmal.2022.100036
Liebert, R. M., & Morris, L. W. (1967). Cognitive and emotional components of anxiety: A distinction and some initial data. Psychological Reports, 20(3), 975–978. https://doi.org/10.2466/pr0.1967.20.3.975
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and language learning: Toward a theoretical clarification. Language Learning, 39(2), 251–275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x
Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign language anxiety: A systematic review. Arab World English Journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21
Oxford, R. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58–67). Cambridge University Press.
Phillips, E. M. (1992). The effects of language anxiety on student oral test performance and attitudes. The Modern Language Journal, 76(1), 14–26. https://doi.org/10.2307/329894
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202–218. https://doi.org/10.1111/0026-7902.00016
Scovel, T. (1991). The effect of affect on foreign language learning: A review of the anxiety research. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 15–24). Prentice Hall.
Sparks, R., & Ganschow, L. (2007). Is the Foreign Language Classroom Anxiety Scale (FLCAS) measuring anxiety or language skills? Foreign Language Annals, 40(2), 260–287. https://doi.org/10.1111/j.1944-9720.2007.tb03201.x
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39–44. https://doi.org/10.5539/ies.v2n4p39
von Wörde, R. (2003). Students’ perspectives on foreign language anxiety. Inquiry: The Journal of the Virginia Community Colleges, 8(1), 21–40.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308–328. https://doi.org/10.1177/0033688206071315
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164–177. https://doi.org/10.1016/j.system.2013.01.004
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2025 Ana Tripkovic