LEARNER’S ANXIETY AND SELF-EFFICACY IN ESL CLASSROOMS: A QUALITATIVE STUDY

Abstract

This qualitative study examines the connection between learners’ anxiety and self-efficacy in ESL classrooms with a focus on their effects on speaking and writing. Anxiety has been identified as a major obstacle to language acquisition, especially in speaking situations. It is characterized by stage fright, fear of being judged, and the lack of language knowledge. Speaking tasks caused participants to feel more anxious because they are evaluated in front of a huge crowd, whereas writing tasks caused them to feel less anxious since they were private and delayed. Self-efficacy was found as a pivotal repellent to language learners’ to overcome obstacles. To control their nervousness, participants used techniques like self-motivation, deep breathing, rehearsing, and practicing before the tasks. Moreover, listening to fluent speakers and peer-supported practice help them boost their confidence. The study shows how important teachers are in fostering a positive learning environment, providing constructive criticism.