English Language Anxiety Among Pakistani University Students: Factors and Coping Mechanisms

Abstract

English language anxiety is one of the most often experienced barriers faced by university students in Pakistan which keeps them away from making effective academic achievements and real communication. This study seeks out the main reasons and ways that students have been devising to handle English language anxiety. Qualitative research was adopted for the purpose of collecting data using semi-structured interviews with university students from various disciplines. The analysis revealed that language issues, fear of negative evaluation, lack of confidence, and inadequate exposure contribute significantly toward language anxiety. Additionally, socio-cultural aspects and institutional practices are important in building the students' experiences of learning English. In turn, students adopt different strategies-toward coping self-directed learning, peer support, and maximized exposure to English media and informal conversations-with respect to the challenges faced. It was found that these interventions would need to provide an environment for learning, effective teaching methodologies, and institutional strategies as necessary components that would help students cope better with their anxiety about languages. Understanding causes and disclosing mechanisms would provide a base for educators and policymakers to draw up strategies to build confidence and competence in English among students. The research significantly contributes to the psychological and sociological aspects of language anxiety, and points towards the broader issues of understanding language learning in a multilingual context.