Unravelling Language Anxiety: Its Influence On Classroom Participation And Academic Performance

Abstract

The study determines the impact of language anxiety on English as a Second Language (ESL) students who study English as a non-native language. Language anxiety presents itself as psychological distress, thereby causing nervousness and anxiety about ratings and resulting in avoidance behaviour. Nervousness among language learners greatly minimises classroom activity and academic performance. The data collected through surveys were used to identify the relationship between student anxiety and the discussion in the classroom. Studies that are founded on Pearson correlation reveal that the participation of the students declines with the level of anxiety they experience, hence leading to withdrawal from classroom activities by the anxiety-affected students. The output of the regression analysis indicates that language anxiety is one of the chief reasons why students become less active in classroom activities and deliver poor academic performance. The research results demonstrate that teachers need to develop pedagogical methods that reduce students' language anxiety. Student confidence, together with classroom participation, improves through teaching methods that establish supportive classrooms combined with group learning activities backed up by positive recognition systems. Teacher-student interactions serve as essential forces for determining student anxiety levels.

The study demonstrates the need to establish specific educational approaches that build classroom environments with low anxiety levels. Anxiety-reduction techniques must become part of the ESL curriculum design through modified educational policies to maximise the effectiveness of learning outcomes. Research needs to study the educational and professional growth of students across time to reveal the effects of language anxiety on their development.