Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Abstract

Language-related anxiety is a psychological phenomenon that occurs either during the process of language acquisition or the academic process of an individual’s life. The usage of English as the medium of instruction leads to this anxiety in higher education context of Pakistan. Students’ poor performance and heightened anxiety remain significant concerns in the field of language education. This qualitative paper through in-depth interviews from the faculty members investigates the manifestations of English language anxiety in classroom settings, particularly focusing on variations across educational streams, distinguishing between students from the matriculation and those educated in the Cambridge system. The findings reveal a multifaceted landscape of language anxiety, influenced by educational backgrounds, unfamiliar teaching methodologies, fear of evaluation and educational trajectories. Moreover, the research identifies recommendations and steps taken by faculty to lessen this anxiety. The findings support the importance of tailoring conducive mechanisms to address these disparities. This may result in the facilitation of a more inclusive educational environment that empowers students to overcome language anxiety and excel academically.