Navigating Liminal Spaces: Understanding the Critical Side of Foreign Language Anxiety

Abstract

The study explored the lesser studied factors influencing experiences of Foreign Language Anxiety (FLA), namely teacher and instruction-centered factors and society and interaction-centered factors, among students majoring in a foreign language degree in a local university in the Philippines. The study utilized a mixed-methods design by combining quantitative and qualitative methods. The quantitative phase was implemented through the Foreign Language Classroom Anxiety Scale (FLCAS), while the qualitative phase employed the Participatory Action Research method of Photovoice and Focus Group Discussion.

The quantitative data were analyzed through R, yielding high levels of anxiety among the sample. The qualitative data were coded using thematic analysis. The micro factors resulted to the emergence of the following themes: negative evaluations, teacher qualities, and department practices. The macro factors resulted to the emergence of the following themes: online learning, financial divide, and economic considerations. Some navigation and negotiation strategies included therapeutic art, emotional support, goal setting, and hopefulness.

It is recommended that teachers introduce the practice of translanguaging, understanding of teacher and student roles, and constant retooling and research. On the other hand, the institutions are recommended to revisit and reexamine existing pedagogical practices, promote critical dialogue among its stakeholders, practice Advising in Language Learning (ALL), and consider interdisciplinarity by opening up the curriculum to more unorthodox course and assessment combinations.