Factors of foreign language anxiety among Bangladeshi Secondary Level Students

Abstract

Learners of second languages frequently encounter a condition known as foreign language anxiety (FLA). The abstract aims to examine the factors contributing to foreign language distress among secondary-level learners in Bangladesh. The study examines the influence of different reasons like classroom settings, techniques of teacher, views of students, and effects of culture on language learning anxiety. In addition, the study explores anxiety's causes and its influence on language learning, using literature review and data survey to inform teachers and policymakers on actual techniques to reduce anxiety. Furthermore, the Study also exposes many factors such as limited experience to the desired language, fear of negative assessment, academic study pressure, cultural adjustments or differences, teaching methods, lack of self-confidence, and peer communication significantly play a role in the anxiety felt by secondary school students in Bangladesh when learning a foreign language. The results highlight the necessity for involvements to establish a foreign educational setting beneficial to language acquisition and proficiency development. Overall, this report aims to discover the factors contributing to foreign language anxiety among secondary level students in Bangladesh. Thoughtful these factors are crucial in developing effective strategies to help students overwhelmed their anxiety and perform well in foreign language learning.