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All Journal Journal of Nonformal Education English Focus: Journal of English Language Education Journal Of English Literature, Linguistic, and Education (JELLE) Proceedings Series on Social Sciences & Humanities International Journal of Science and Society (IJSOC) Solidaritas: Jurnal Pengabdian UNNES International Conference on ELTLT Jurnal Vokasia Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Kariadi, Mustasyfa Thabib
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Religion Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Social Sciences Other

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Journal : UNNES International Conference on ELTLT

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Factors Influencing Language Anxiety Among Indonesian EFL Learners: Student Perspectives Putra, Pandu Perdana; Kariadi, Mustasyfa Thabib
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study delves into the multifaceted nature of language anxiety among Indonesian EFL learners, focusing on the intricate interplay of individual, classroom, and socio-cultural factors. Employing a mixed-method approach, data were gathered through comprehensive surveys and in-depth interviews with students from various educational backgrounds. The Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al., (1986) was utilized alongside thematic analysis to identify key anxiety-inducing elements. The findings reveal that individual factors, such as self-esteem, fear of negative evaluation, and previous language learning experiences, significantly impact learners’ anxiety levels. The classroom environment, particularly the quality of teacher-student interactions, peer relationships, and teaching methods, also emerged as critical in shaping language anxiety. Furthermore, socio-cultural influences, including societal expectations, language-related stigma, and the perceived status of the English language in Indonesia, were found to intensify anxiety. This study underscores the necessity of fostering supportive and inclusive learning environments to mitigate anxiety and facilitate effective language acquisition. Ethical considerations were rigorously adhered to, ensuring participant anonymity and confidentiality. These insights offer valuable implications for educators and policymakers in crafting targeted interventions to address language anxiety.
Co-Authors Alfairuza, Elvah Fathin Aminatun, Siti Anselmus Sahan Asriyama, Weksa Fradita Bria, Yasintus Cahyaningtyas, Annida Nur Dian Adiarti, Dian Dini Anggraheni Dini Anggraheni, Dini Disiwi, Nu’mah Fatchiyah Farissi, Fatchurachman Al Febriana, Annisa Roro Kinanti Fitriyani, Rahma Hafita, Yuniar Ayu Hasanudin Imam Shofwan Islamiati, Syifa Izzah, Naila Nurul Kamila, Nurul Laxmi Mustika Cakrawati M. Riyanton Muhamad Ahsanu Novita Pri Andini Prasetyanti, Dian Chandra Putra, Pandu Perdana Respati, Anggia Riyanton, Muhammad Roiyasa, Nisa S.Pd. M Kes I Ketut Sudiana . Salsabila, Hasna Salsabila, Hasna Saragih, Susi Tresya Setiani, Umi Ana Slamet Riyadi Sulistio, Prayogo Hadi Sulistiono, Agus Sumarta, Ryan Puby Supriyono Supriyono Syahdan Syahdan, Syahdan Ulu, Emanuel