English Language Anxiety Among Pakistani University Students: Causes and Coping Strategies

Abstract

Present research addresses English Language Anxiety (ELA) experienced by university students in Karachi-Pakistan and its causes, effects, and ways of coping with it. Using quantitative descriptive survey design, data was collected from 300 undergraduate students in five public and private universities. The results suggest that fear of negative evaluation is the foremost contributor, followed by low self-esteem and lack of sufficient proficiency in the language. Higher ELA was reported by females and students in Social Sciences disciplines as compared to males and other students in technical fields. Peer help, language self-practice, and self-encouragement are the most commonly used strategies. Regression analysis shows that fear of negative evaluation, low self-confidence, and insufficient self-efficacy account collectively for 68% of the variance in ELA levels. These findings support the importance of ELA institutional factors like language labs and workshops for ameliorating ELA to improve learners' experience with language learning. Like most studies, this one posed several questions which remain unanswered. The questions raise fears of the adverse impacts of ignoring such trends, inadequate technological solutions, and a lack of interdisciplinary and intercultural studies. These ELA timidity issues must be taken up for examination in future studies.

Keywords: English Language Anxiety (ELA), Fear of Negative Evaluation, Coping Strategies, Language Proficiency