English Language Anxiety in Higher Education: A Case Study of Spanish Students

Authors

DOI:

https://doi.org/10.54855/ijte.24445

Keywords:

language anxiety, English as a Foreign language, Francophone, Cameroon

Abstract

This article examines the anxiety of French-speaking students in the Spanish Department at the University of Yaoundé I (Cameroon) while learning English. We used quantitative and qualitative methods. The theoretical framework adopted for this study is the Affective Filter Hypothesis developed by Krashen (2009). The results showed that anxiety is a barrier that negatively affects the learning of English by French-speaking students. Several factors were found to be at the root of this anxiety: language typology, language level, the influence of French, personality, the reactions of others, and beliefs. We also found that students were anxious about learning Spanish, but this anxiety affected them positively. The paper suggests that learners should be in permanent contact with the English language, teachers and students should develop language tolerance by focusing on the message, not the language form, and teachers should include digital technologies to lower anxiety.

Author Biographies

  • Sokeng Piewo Stéphane Céleste, University of Yaounde I, Cameroon
    Sokeng Piewo Stéphane Céleste is an English lecturer in the Faculty of Arts, Letters, and Social Sciences at the University of Yaounde I, Cameroon. She has nine years of experience teaching English to Francophones in higher education. Her research interests include language teaching and learning, digital learning, and error analysis.
  • Manfred Njolaï Nsirim, The University of Yaounde I, Cameroon

    Manfred Njolaï Nsirim is a PhD student at the University of Yaounde I, Cameroon. He is also a secondary school teacher, and his areas of interest are Psycholinguistics, language teaching, and learning.

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Published

22-10-2024

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Research Article

How to Cite

Céleste, S. P. S., & Nsirim, M. N. (2024). English Language Anxiety in Higher Education: A Case Study of Spanish Students. International Journal of TESOL & Education, 4(4), 81-96. https://doi.org/10.54855/ijte.24445

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