Foreign Language Anxiety among EFL learners in Manabí.

Abstract

The present study examines the relationship between foreign language anxiety and academic achievement among university English as a Foreign Language (EFL) learners. This context is particularly relevant given the increasing reliance on online education, which introduces new challenges and opportunities that may influence learners’ emotional experiences. A mixed-methods design was employed in order to obtain both quantitative and qualitative insights into students’ levels of anxiety and their perceptions of the learning environment. A mixed-methods design was employed in order to obtain both quantitative and qualitative insights into students’ levels of anxiety and their perceptions of the learning environment. Quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), a widely validated instrument developed by Horwitz, Horwitz, and Cope (1986), while qualitative data were obtained through open-ended survey responses. A total of 168 undergraduate students participated in the study. The results revealed a moderate overall level of anxiety (M = 3.27, SD = 0.91), with the majority of students reporting moderate (58.9%) and high (33.3%) levels of anxiety. Item-level analysis indicated that communication apprehension and fear of negative evaluation were the most significant sources of anxiety. The study highlights the importance of implementing pedagogical strategies that address learners’ emotional needs, foster supportive learning environments, and reduce anxiety-related barriers to participation and performance.