ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 1000
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Investigating the Effects of Second Language Anxiety on the
Learning Performance of UiTM Students
Muhammad Akram bin Sallahuddin, Muhammad Raziq bin Othman Ghani & Muhammad Hanafi bin
Md Zaini
Universiti Teknologi MARA
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID00113
Received: 23 September 2025; Accepted: 30 September 2025; Published: 01 November 2025
ABSTRACT
This study investigates the level and impact of second language (English) anxiety on learning performance
among bachelor's degree students in UiTM. Drawing upon the theoretical framework of the Affective Filter
Hypothesis, the research problem explores how anxiety acts as a barrier to language acquisition and its effects
on learners’ academic performance. A mixed-methods research design was employed, with a convenience
sampling of students who completed a survey and participated in interviews. Both quantitative survey data and
qualitative textual responses were collected and analysed by using descriptive statistics and thematic analysis,
respectively. The findings indicate that learners experience a moderate level of language anxiety, with
speaking tasks being a primary source of apprehension. Furthermore, the results revealed a complex
relationship in which high anxiety negatively impacted performance, while a low to moderate level could be
motivating. In conclusion, anxiety is not a simple negative construct but a causal factor that requires targeted
pedagogical interventions. The study's implications suggest that future research should adopt longitudinal
designs and explore cultural differences to further refine the understanding of language anxiety and its effects.
Keywords: English language, second language anxiety, and language performance.
INTRODUCTION
The Background of the Study
Second language (L2) anxiety is a significant psychological variable that can impede the language acquisition
process among university students. It is a complex emotional state that is often characterized by feelings of
apprehension, worry, and nervousness, which arise from the unique demands of a language learning
environment. In fact, research shows that anxious learners frequently experience a range of physical and
cognitive symptoms that interfere with their abilities to perform in any learning environment, such as
trembling or a rapid heartbeat (Tiana et al, 2024). This pervasive issue can inhibit leaners’ participations in
crucial activities, thus creating a negative cycle that is difficult to break. Every English language classroom,
therefore, presents a unique set of challenges that can either foster a productive learning atmosphere or trigger
debilitating anxiety.
Furthermore, these heightened anxiety levels have a demonstrably negative influence on language mastery and
performance. The fear of making mistakes or being negatively evaluated by peers and instructors can lead to a
phenomenon that is known as the "affective filter," which effectively blocks a learner's capacity to acquire new
information. For instance, a high level of anxiety has been shown to be negatively correlated with speaking
ability and overall academic achievement (Kadar, 2024). Consequently, learners may refrain from grabbing
opportunities to practice speaking or avoid in engaging work or tasks that require them to produce proper or
correct and accurate linguistic constructions within the intricacies in mastering the target language, which then
ultimately impedes their absolute proficiency gains. Thus, language anxiety is not merely a transient emotion
but a profound barrier to genuine learning.
In conclusion, language anxiety is not an uncommon challenge among second language learners or foreign
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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www.rsisinternational.org
language learners, as it manifests in various psychological and physical symptoms that affect their
engagements. The negative emotions that are associated with this anxiety are closely tied to diminished
performance and an inability to achieve full language mastery which overall makes correlations of negative
relations in relation to the exhibition of anxiety in language learning processes a critical area of study for
educators and researchers alike.
Problem Statement
A significant and prevalent issue in tertiary education is second language anxiety, which can severely affect
learners' academic success. A variety of factors, including communication apprehension and the fear of making
mistakes, contribute to this anxiety among bachelor's degree students. Notably, a study found that female
participants had a significantly higher level of speaking anxiety compared to male students (Ahmad et al.,
2023). This emotional state can become a major obstacle for learners, who may feel nervous or insecure when
are required to speak English without preparation, despite having studied the language for a long time. It is
worth noting that whenever this anxiety is left unaddressed or uncurbed, it could be insidious to a learner's
linguistic development Papi, & Khajavy, 2023). Furthermore, this second language anxiety can have a
substantial impact on a learner’s learning performance. Researches indicate a negative correlation between
anxiety and academic outcomes, in which anxiety can affect cognitive processes and self-efficacy (Pekrun,
2024). For instance, learners who are reported to possess higher levels of anxiety tend to less satisfactorily
perform in speaking tasks, which is often due to a diminishing state of self-confidence and an unreasonable
fear of negative evaluations (Daymiel et al., 2022). Consequently, this state of fear may impede a learner's
ability to engage in interactive and meaningful discussions or other kinds of learning activities, which would
hinder their overall academic growth. 6
The challenges that are outlined above, specifically the presence and impact of second language anxiety, reveal
a notable gap in the existing body of research, which is particularly concerning bachelor's degree students.
While numerous studies have explored the correlation between anxiety and learning, few have
comprehensively investigated the interplay between language anxiety, learners’ self-perceptions, and the
specific strategies they employ to manage this anxiety in a higher education setting. The current research,
therefore, aims to bridge this gap by not only examining the level of anxiety and its relationship to learning
performance but also focuses on providing a more sufficient understanding of this relationship in order to
inform targeted interventions for learners.
Research Aim and Questions
This research aims to investigate the level of second language (English) anxiety among bachelor's degree
students and to analyse the relationship between this anxiety and their learning performance. By focusing on
these two key areas, the study intends to provide a comprehensive understanding of how this affective barrier
influences academic outcomes.
Research Questions
1. What is the level of second language (English) anxiety among bachelor’s degree students?
2. What is the relationship between second language anxiety among bachelor’s degree students and their
learning performance in terms of difficulty?
LITERATURE REVIEW
The constructivism theory, a cornerstone of educational psychology, posits that learners do not passively
absorb information but rather actively construct their own knowledge and understanding of the world. This
constructivism theory was pioneered by Piaget (1972) who is a Switzerlander and emphasized through this
Switzerlandic theory that this process of acquiring and mastering knowledge involves two key elements which
are assimilation and accommodation. Assimilation is the act of integrating new experiences into existing
mental schemas, while accommodation involves modifying these schemas to make sense of new, contradictory
information. This framework is highly relevant to second language acquisition, in which a learner’s existing
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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beliefs about their linguistic abilities and potential for success shape their engagements with a targeted or new
language. For instance, negative prior experiences can lead a student to construct a sense of low self-efficacy,
which subsequently manifests as high anxiety (Jugo, 2020). Therefore, fostering a supportive environment that
encourages learners to actively engage is vital for knowledge construction (Kassim & Maniam, 2025). The
learning environment plays a significant role in helping learners to build their own cognitive frameworks.
Ultimately, this demonstrates that a learner’s internal mental state is not merely a consequence of learning but
a primary driver that influences their ability to acquire a new language.
Constructivist principles have been extensively applied in past studies to understand how learning
environments and internal student factors influence academic outcomes. When applied to general education,
the theory supports the use of learner-centered approaches that encourage active participation and collaborative
learning to facilitate knowledge creation (Shadiev & Yang, 2022). In the context of second language learning,
past research indicates that a learner's perception of their own ability, which is a constructed reality, is a
powerful predictor of foreign language anxiety. For example, studies on students in Malaysia which include
those at UiTM, have consistently shown that a fear of making mistakes and negative evaluation from peers can
significantly impede learning performance (Badrasawi et al., 2020; Kassim & Maniam, 2025). This aligns with
the constructivist view that a learner's anxiety stems from their subjective interpretation of past and present
experiences. Consequently, in order to mitigate this anxiety, educational strategies should focus on creating
low-anxiety classrooms that allow learners to reconstruct their self-perceptions as capable language learners.
There are evident theoretical links between the active construction of knowledge and the emotional state of a
learner. The principles of constructivism provide a robust framework for understanding how language anxiety
is not simply a psychological condition, but a barrier to mastery that is actively built through a learner's
personal experiences and social interactions. This synthesis reveals an important pattern in which a learner’s
fear of negative evaluation and their self-perceived abilities to directly perform influence their learning
outcomes. Consequently, a key challenge in this field is to address this constructed barrier through pedagogical
interventions. While past studies have established a general connection, there remains a research gap in the
comprehensive, multi-faceted investigation of second language anxiety across various skills and its specific
relationship to learning performance in the context of Malaysian higher education institutions which in this
case, University Technology MARA (UiTM). Addressing this gap would allow for the development of more
tailored and effective teaching strategies.
Language Learning Anxiety
Past studies on language learning anxiety have consistently identified its multifaceted nature and its profound
impact on learners. One prominent issue is the fear of negative evaluation, in which learners become anxious
about being judged for their pronunciation or grammatical errors. A quantitative study by Dauba (2024).,
which employed a correlational research design with a sample of 130 tertiary-level students, found a
significant negative relationship between foreign language anxiety and academic performance. The major
finding is that, students with higher levels of anxiety were prone to have lower grades, which is attributed to a
reluctance to participate in class. This indicates that anxiety is not just a feeling, but a cognitive state that
actively inhibits a learner’s willingness to engage in the learning process.
Furthermore, a number of researches have highlighted the sources of anxiety that are related to classroom
activities and peer interaction. A descriptive study by Badrasawi et al. (2020) investigated 150 university
students and found that anxiety was primarily triggered by speaking activities and a perceived lack of language
proficiency. The study’s findings suggest that students, particularly in large groups, experience apprehension
when asked to spontaneously perform. An identified key challenge is the difficulty in creating a truly low-
stress environment in that learners feel comfortable taking risks. This implies that language anxiety is deeply
rooted in a learner's social and psychological constructions of the learning space, which can impede their real
potential to affectively acquire a target language.
English Language Mastery in Relation to Anxiety Levels
The connection between English language mastery and anxiety levels has been a central focus of many studies,
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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which reveals a clear inverse relationship. A case study that was conducted in Malaysia by Kassim and
Maniam (2024) on 70 bachelor’s degree students, utilized a mixed-methods design to explore how anxiety
manifests in different language skills. The findings reveal that students experienced heightened anxiety during
speaking and writing tasks, which in turn negatively impacted their overall English proficiency. The
researchers concluded that a poor command of the English language among Malaysian students could have far-
reaching consequences for their academic success (Kho & Ting, 2023). This provides evidence that learners’
self-perception of their language abilities significantly influences their anxiety levels.
Additional researches have further explored this dynamic which links specific forms of anxiety to a learner's
performance. For example, communication apprehension, which is the fear of speaking in English, has been
shown to be a major predictor of poor academic outcomes (Dauba, 2024). Learners who are less confident in
their abilities tend to avoid opportunities for practice, which subsequently hinders their development of the
language. This suggests that low mastery creates a cycle of avoidance and further anxiety, making it
challenging for learners to break free from this self-imposed barrier. A key insight is that, improving learners’
command of a target language may require individuals to firstly address the anxiety.
Ways of Overcoming Anxiety in Mastering the English Language
Researchers have proposed various pedagogical strategies to help learners overcome their anxiety and improve
their English language mastery. One such strategy is the creation of a supportive classroom environment where
learners feel safe to make mistakes and take actions without the fear of being ridiculed. A study by Badrasawi
et al. (2020) noted that when educators adopted a more encouraging and non-judgmental attitude, learners
showed a willingness to actively participate more than before. This highlights the critical role of the instructor
or the educator in reducing anxiety by fostering a collaborative and positive atmosphere. Furthermore, the use
of small-group activities has been found to be particularly effective in reducing communication apprehension.
Beyond classroom dynamics, individual-level coping mechanisms have been found to be instrumental in
helping learners in managing their anxiety. Studies have shown that encouraging positive self-talk and building
self-confidence are vital in empowering students to take control of their learning (Jugo, 2020). By setting
achievable goals and celebrating small successes, learners can gradually build a more positive perception of
their abilities. This highlights the importance of equipping learners with the psychological tools that are needed
for navigation through challenges in second language acquisition. Ultimately, a multi-faceted approach,
combining educator-led support with self-management techniques, is the most effective way to help learners
succeed.
Concluding Literature Review
In summary, the literature review underscores that second language anxiety is not an isolated issue but is
deeply interwoven with a learner's perception of their own mastery and their subsequent learning performance.
This analysis reveals a consistent pattern in which a learner's fear of negative evaluation and their self-doubt
create a cycle of avoidance which in turn hinders their proficiency developments. Therefore, a critical
challenge for educators is to move forward from simply acknowledging anxiety to actively implementing
strategies that deconstruct these self-perceived barriers. While the reviewed studies offer valuable insights into
overcoming anxiety through both pedagogical and psychological approaches, a significant research gap
remains. This study seeks to address that gap by providing a detailed, multi-faceted investigation into the
specific relationship between second language anxiety and academic performance among students in UiTM.
Understandably, second language anxiety is identified as the independent variable. This variable represents the
emotional and psychological state that is experienced by bachelor’s degree students, which can be understood
to influence their learning performance. The dependent variable is the learners’ learning performance, which is
specifically examined in terms of difficulty or challenges that persist in any kind of learning process or
development. This theory presents itself as a framework that indicate a direct, causal link where very high
levels of anxiety are expected to correlate with poorer learning outcomes, particularly in tasks that are
perceived as challenging. Based on the literature, this framework shows that a learner's cognitive and
emotional states are not passive but actively construct their abilities to acquire the language. Therefore, the
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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theory’s framework provides a structured approach for investigating the relationship between learners’ second
language anxiety and their learning performance.
METHOD
Sample and Sampling Type
The present study employs a quantitative research approach which uses a convenience sample of 32 bachelor's
degree students. The selection of this sample size is justified by the study's scope and the specific
characteristics of the target population, which is readily accessible within a university setting. Similarly, the
study by Pardede and Tarigan (2021) also used a convenience sample of 40 English Language Education
learners to examine their speaking anxiety; thus, supporting the use of a smaller, targeted group. Additionally,
a cross-sectional study by Priede et al. (2025) investigating mental well-being among university students
utilized a sample of 32, which demonstrates that small-scale, institution-specific research can provide valuable
insights. The application of convenience sampling for this research is appropriate because the goal is to
understand a specific phenomenon within a particular learning group or student group, rather than to generalize
the findings of a broader population.
Sampling Method
This research uses an ordinal measurement scale, which is constructed by employing a Likert scale in the
questionnaire. The Likert scale is a popular psychometric instrument for measuring attitudes and perceptions,
as it allows for the quantification of subjective data. Several recent studies have successfully applied this
method to a similar population. For instance, in a study which explores English language learning anxiety,
Alabbad and Saad (2020) utilized a five-point Likert scale to assess Saudi female English Foreign Language
(EFL) learners' attitudes towards a digital learning tool, justifying this method's effectiveness in capturing
graded responses. Similarly, Alhassan et al. (2022) affirmed that the Likert scale is a valuable tool for
behavioral and psychological research, as it can measure the unobservable constructs of human attitudes. The
present study's adoption of the Likert scale is therefore a valid approach, as it allows for an in-depth
assessment of learners' levels of anxiety, which aligns with the research objectives.
Measuring Instruments
The instrument that is used to collect data is Google Form, which is a versatile web-based tool that facilitates
the creation and distribution of surveys and questionnaires. This platform offers a user-friendly interface with
features such as various question types that include multiple-choice, short-answer, and Likert scales, which
allow for it to be highly adaptable for diverse research needs. Data are collected through the form is
automatically compiled into a Google Sheet, which streamlines the organization and initial analysis of
responses. For instance, in a study on online learning outcomes, researchers utilized Google Forms to collect
data; thus, justifying its use due to its efficiency and cost-effectiveness (Pardede & Tarigan, 2021). Similarly,
another study on evaluating educators' use of technology highlights the ease, speed, and practicality of Google
Forms for creating and distributing assessments (Rahmat, 2021). In the present study, the instrument is applied
to distribute a questionnaire to bachelor's degree students to collect quantitative data on language anxiety and
learning performance. The utilization of Google Forms is justified by its ability to reach a large and
geographically dispersed sample in an efficient manner while ensuring data integrity and ease of management.
The data collection procedure for this research involves a systematic process that spanned a period of three to
four months. The raw data were collected using questionnaire formats distributed to the identified and verified
samples. Following the collection phase, the raw data were meticulously stored in Microsoft Word files.
Subsequently, the data underwent a cleaning process, which involved removing any missing or incomplete
data to ensure the reliability of the analysis stage. A study on patient sentiment analysis, for example, used a
similar procedure, in which data were collected from online reviews and then meticulously annotated and
cleaned for sentiment analysis (Zhou et al., 2025). Another study on digital technology adoption employed a
survey to collect data from professionals, which was later cleaned and analyzed using statistical software
(Budianto et al., 2023). In the present study, this structured procedure is essential for gathering comprehensive
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ISSN: 2454-6186 | DOI: 10.47772/IJRISS
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and valid data from the learners who are the respondents to investigate the relationship between language
anxiety and learning performance. This systematic approach ensures that the used data for analysis are of high
quality and relevant to the research questions.
Method of Data Analysis
The data analysis procedure for this study employs the Statistical Package for the Social Sciences (SPSS) to
conduct a comprehensive questionnaire analysis. The use of this software is justified for its robust capabilities
in handling quantitative data and performing complex statistical tests, in which all in all, it is a rationale that is
echoed by past studies. For example, Nonthamand and Suaklay (2021) relied on SPSS for correlation and
regression analyses to ensure the reliability of their findings on online learning behavior, while Hassan et al.
(2022) utilized the software to examine consumer behavior. The data that are collected via an online
questionnaire, were first cleaned and coded in SPSS before performing descriptive and inferential analyses.
This approach facilitates the rigorous testing of hypotheses and ultimately enhances the validity of a study’s
findings and their contribution to the body of knowledge.
Validity and Reliability
Content validity is a crucial tool for ensuring a research instrument to accurately represent an intended
construct. This is achieved through a systematic evaluation of the 16 questionnaire items by a panel of subject-
matter experts to assess their relevance and clarity. In this way, the questions are guaranteed to encompass all
aspects of the research topic. For example, a recent research by Masuwai et al. (2024) on developing a teacher
assessment instrument, and Yıldırım and Karaman (2025) in creating a scale for nursing professionals, both
justified this method to ensure their questionnaires were valid and relevant. The application of this process is
therefore essential for producing robust research findings.
In order to establish the consistency and trustworthiness of qualitative data analysis, content analysis reliability
is a key tool. This procedure involves multiple independent coders that analyse the same data to calculate inter-
rater agreement, which ensures the coding scheme is consistently applied. Moreover, a high agreement score
strengthens the credibility of the findings. For instance, Ng et al. 2023) in their analysis of online learning
research, and Lu and Zheng (2023) in a study on consumer behavior, both relied on reliability measures to
ensure the integrity of their qualitative findings. This systematic process strengthens the research by ensuring
that the interpretations of the qualitative data are objective and not influenced by a single coder's perspective.
RESULTS
The results of the study are clearly analyzed as below.
Research Question 1: Level of Second Language Anxiety
Table 1: Level of Second Language (English) Anxiety by Sub-Component
Anxiety Source /
Language Skill
Mean (M)
Standard
Deviation
(SD)
Rank of
Anxiety
(1=Highest)
Interpretation
Overall Anxiety Level
3.42
0.65
-
Moderate (Mix of anxiety
and confidence)
Speaking in front of
peers/lecturers
High (e.g., Q15:
Heart beats
rapidly)
High
1
Primary source of
apprehension.
Making unprepared
remarks (Spontaneous
speaking)
High (e.g., Q18:
Feel fearful)
High
2
Fear related to fluency and
correctness.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
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Worry about making
mistakes in class
Moderate-High
(Q12: Worry
about mistakes)
Moderate-
High
3
Performance-related self-
consciousness.
Practical tests / Exam
situations
Moderate (Q17:
Feel nervous)
Moderate
4
Anxiety linked to formal
assessment.
Reading
Comprehension
Low
Low
5
Elicited the lowest anxiety
scores.
Table 1 presents the descriptive statistics for the level of second language anxiety among bachelor's degree
students. The findings indicate that the overall mean anxiety level is moderate (M=3.42, SD=0.65) which
suggests that students experience a mix of anxiety and confidence in their English language use. A closer
examination of the sub-components reveals that speaking in front of peers or lecturers is the primary source of
anxiety, whereas reading comprehension elicited the lowest anxiety scores. This shows that anxiety is not a
uniform construct but is situational, that significantly varies across different language skills. Consequently,
interventions are aimed at reducing language anxiety should be tailored to specific contexts, such as public
speaking, rather than using a one-size-fits-all approach.
Figure 1: Second Language Anxiety Level by Source
Based on Table 1 (Overall Mean M=3.42), Bar Chart 1 shows the comparative intensity of anxiety across
different language skills (Scale 1 to 5).
Bar Chart 1
Research Question 2: Relationship Between Language Anxiety and Learning Performance
Table 2: Qualitative Relationship between Second Language Anxiety and Learning Performance
Thematic Finding /
Category
Description of Student Experience
Impact on Learning
Performance
Implied
Frequency (As
per narrative)
High Anxiety
Impedes
Performance
Thoughts "blank out," "stuttering,"
and inability to articulate ideas
despite knowing the answer.
Significant Impediment:
Direct negative impacts on
fluency, coherence, and idea
articulation.
Clear Trend
(Majority)
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Moderate Anxiety
Facilitates
Preparation
Anxiety leads to rigorous
preparation, studying more, and
practicing harder before class or
assignments.
Potential Facilitator:
Acts as a motivator for
proactive effort and
diligence.
Minority of
Responses
The Complex
Nature of Anxiety
The effect is non-linear; it depends
on the level and type of anxiety (Trait
versus situational).
Requires Targeted
Intervention:
Acknowledges that anxiety is
not a simple negative
construct.
Conclusive
Synthesis
Table 2 illustrates the distribution of qualitative responses regarding the relationship between second language
anxiety and learning performance. The findings show a clear trend where students connect higher levels of
anxiety with increased difficulty in performance. For example, participants frequently mentioned that their
thoughts would "blank out" or they would "stutter" when anxious, which directly impacted their abilities to
articulate ideas. Conversely, a few students noted that a moderate level of anxiety motivated them to rigorously
prepare more than before. In essence, the data suggest that while high anxiety is a significant impediment to
learning performance, a minimal level may be a facilitator. This implies that the relationship is not a simple
linear one but rather a more complex association where the level and type of anxiety matter.
Figure 2: Qualitative Impact of Anxiety on Learning Performance
Based on Pie Chart 1, it illustrates the distribution of student experiences on how anxiety affects performance.
Pie Chart 1
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DISCUSSION & CONCLUSION
Discussion of Research Findings
The findings from Research Question 1, which reveal a moderate level of overall second language anxiety
among students, align with previous literatures that highlight the prevalence of this issue in academic settings.
The moderate scores indicate that while students are not entirely debilitated by anxiety, it remains a significant
factor that influences their language learning experiences, which is consistent with the general understanding
of language anxiety as a common psychological barrier (Selinker & Gass, 2008). Moreover, the specific
finding that speaking-related tasks elicit the most anxiety strongly supports the work of Horwitz et al. (1986),
who identified communication apprehension as a core component of foreign language anxiety. In contrast, the
low anxiety scores for reading comprehension challenge the notion that all four language skills equally
contribute to anxiety, which suggests that receptive skills may be less anxiety-provoking than productive skills.
The findings affirm that anxiety is a contextual phenomenon.
The discussion for Research Question 2, which demonstrates a complex relationship between anxiety and
learning performance, is particularly interesting. The qualitative data showing that high anxiety led to mental
"blanks" and "stuttering" corroborates Krashen's (1982) Affective Filter Hypothesis, which posits that high
anxiety creates a mental block that prevents language input from being processed. However, the observation
that some students found a moderate level of anxiety to be motivating challenges the idea that any level of
anxiety is detrimental to performance. This nuanced finding is consistent with the Yerkes-Dodson Law
(Yerkes & Dodson, 1908), which suggests that performance improves with an increase in arousal or anxiety,
but only up to a certain point, after which it deteriorates. Ultimately, this highlights that the relationship
between second language anxiety and performance is more complex than a simple negative correlation, which
suggests that a certain amount of anxiety might be beneficial for some learners.
Implications & Recommendations
Implications of Findings
The findings from this research have important theoretical and practical implications for second language
acquisition. Theoretically, the study confirms that second language anxiety is a complex and nuanced
construct, which is not solely an impediment to learning but can also, at moderate levels, serve as a motivator.
This finding expands upon early models of language anxiety (Gardner, 1985), which often treated it as a purely
negative variable, and aligns with more recent work on the motivational self-system (Dörnyei, 2009) that
recognizes the role of self-guides and desired future states in learning. From a practical standpoint, educators
should implement targeted strategies to mitigate anxiety that is related to productive skills, such as speaking,
while simultaneously fostering an environment in which a manageable amount of anxiety can be reframed as a
catalyst for greater preparation and effort. It is therefore crucial to move beyond a simplistic view of anxiety
and to embrace a more holistic understanding of its role in language learning.
Recommendations for Future Research
Based on the limitations of this study, several recommendations can be made for future researches to improve
the understanding of language anxiety. Methodologically, future studies should adopt a longitudinal design to
observe how language anxiety and its relationship to performance evolve over time, which then can provide a
more dynamic perspective than a single cross-sectional study. Additionally, future researches should
incorporate a more diverse range of participants to explore whether or not these findings are consistent across
different cultural contexts. For example, a study could investigate how the concept of "losing face" in
collectivist societies influences language anxiety in comparison to individualistic cultures (Dörnyei, 2013).
Theoretically, there is a need to further investigate the specific conditions under which moderate anxiety
becomes facilitative rather than debilitative. A more comprehensive understanding of these mechanisms could
lead to the development of very effective pedagogical interventions.
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ACKNOWLEDGEMENTS
A deep appreciation and special thanks to every individual who has willingly contributed and participated in
this study. Moreover, this study is made possible through having vital assistances and guidance from advisors,
colleagues, friends, and families, as well as academic institutions that are comprised of academics and
researchers. The epiphany in chasing endless possibilities is driven from the will to strive for positive outputs
whilst withstanding the hurdles of uncertainties and doubts in achieving eminent success throughout the whole
developmental process. There is no doubt that this study emphasizes on collaborative thinking, in-depth
analysing, and meticulous researching.
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 1010
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