Language Anxiety and Its Impact on English Language Learners: Strategies for Reducing Anxiety in the Classroom Among JKLCI Nursing Students
Year: 2025
Type: article
Abstract: English proficiency is essential for academic success, career advancement, and global communication. However, for students learning English as a second language (ESL), affective barriers, especially language anxiety which can significantly hinder progress. This study explores the impact of language anxiety on English Language Learners (ELLs), focusing on nursing students enrolled in the English Plus program at Juanito K. La Viña Sr. Colleges Inc. (JKLCI). Grounded in Krashen’s Affective Filter Hypothesis, Deci and Ryan’s Self-Determination Theory (SDT), and Communicative Language Teaching (CLT), the research highlights how emotional well-being affects language acquisition.Using a qualitative phenomenological approach, data were collected through semi-structured interviews and focus group discussions with 18 nursing students and one English teacher. Results identified key anxiety triggers such as public speaking, impromptu responses, and fear of judgment. These anxieties often led to reduced participation, difficulty retaining vocabulary, and poor academic performance.Despite these challenges, students employed coping strategies like self-study, positive self-talk, and seeking peer and teacher support. Teacher behaviors such as fostering a warm, non-judgmental classroom, using real-life communication tasks, and encouraging a growth-mindset, were seen as critical in reducing anxiety and enhancing confidence.Thematic analysis revealed six core themes: language background, anxiety triggers, academic impact, coping strategies, perceived effectiveness of teaching methods, and learner reflections. Across all themes, emotional support was a decisive factor in improving motivation and learning outcomes.The study concludes that addressing language anxiety is central to effective ESL instruction. It recommends incorporating affective teaching strategies, promoting emotional intelligence, and creating supportive learning environments. These findings offer valuable insights for educators, institutions, and future researchers seeking to enhance both the academic and emotional success of language learners.
Author: Ara May O. De La Peña, Joanne E. Bermillo
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7091673979
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