Language anxiety in EFL and ESL academic environments

Abstract

Although past research has shown significant associations between language anxiety and different linguistic factors (i.e. language proficiency, self-perceived language competence, and frequency of language usage), so far, few studies have directly compared their interaction in foreign language vs second language speaking environments. This comparison is vital to understanding how local language experience, environment, and competence shape language anxiety, shedding light on whether language education should be standardized or tailored to local contexts. To examine the relationships between these three linguistic factors and out-of-class language anxiety, a cross-sectional survey was administered to tertiary education students studying at the Malaysia and China campuses of an English as Medium of Instruction (EMI) university. Of the three linguistic factors studied, only self-perceived language competence, but not language proficiency or frequency of language usage, significantly predicted language anxiety in both groups. In addition, the Malaysian speakers, despite being more competent English users, reported higher anxiety levels than the Chinese speakers in some of the language use scenarios. These results suggest that identity-based factors play a more significant role than competence in predicting language anxiety in these proficient English users, with these effects influenced by the differing socio-linguistic expectations of English proficiency in the two countries.