Addressing Language Anxiety in ESL Students: Identifying the Root Causes and Useful Coping Strategies

Abstract

This study aims to investigate the ways language anxiety occurs in ESL students, focusing on language abilities, duties, and classroom circumstances that elicit increased nervousness levels, and examines the effects of social and cultural factors. Language anxiety affects academic performance, motivation, and self-confidence in people learning English as a second language (ESL). The causes of language anxiety and effective coping strategies are poorly understood, despite the disorder's severe consequences. This research uses a qualitative research methodology to explore the causes, effects, and workable solutions for reducing language anxiety in ESL students. The findings reveal that students' self-perception, language proficiency teacher interactions, and learning environments are key contributors to language anxiety influencing emotional, mental, behavioral, and physical well-being. In addition to behavioral emotional cognitive and social strategies for coping students also use other ways to cope. The study promotes methods for reducing language anxiety, including raising self-efficacy giving constructive criticism, encouraging collaborative learning settings, and creating a pleasant learning environment. The research adds significant insights to our understanding of language anxiety by providing a thorough examination of this occurrence from the viewpoint of the students. Curriculum designers, legislators, and ESL teachers are all affected.