Perspectives of Instructors and Students on Learner Anxiety in English Classroom Settings

  • Intesar Othman Elwerfalli Department of Applied Linguistics, Faculty of Languages, University of Benghazi, Libya.
DOI https://doi.org/10.58916/jhas.v9i2.254
Published: 2024-06-05
تحميل PDF (Arabic)
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Abstract

This study aimed to investigate the perspectives of both  English teachers and students   on learner anxiety  in language learning settings. To achieve the study objectives, a mixed research design was utilized through semi-structured interviews with 15 teachers and an online survey with 30 English language learners.  The results of  teachers’ interviews showed the most common types of learning anxiety, challenges, and supporting strategies, while  students survey revealed that learning anxiety is a recurring factor for most students. They emphasized teamwork  as it helps in understanding and carrying out assignments and activities.   Both instructors and students   confirmed that the factor of anxiety in the classroom can be reduced through several solutions, including the use of appropriate strategies and the need to make the learning environment more positive and encouraging  for  students. With regard to challenges,  teachers face difficulties  represented by the lack of sufficient time,  limitations of  curriculums that focused on grades rather than anxiety, and the desire for training on how to help students who suffer from anxiety. Both instructors and students agree on the need to provide courses and resources that help overcome learning anxiety. This can include workshops and online resources.

Keywords: Learner anxiety, foreign language learning anxiety, English language students, difficulties, curriculum.

How to Cite

Intesar Othman Elwerfalli. (2024). Perspectives of Instructors and Students on Learner Anxiety in English Classroom Settings. Bani Waleed University Journal of Humanities and Applied Sciences, 9(2), 192-204. https://doi.org/10.58916/jhas.v9i2.254
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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