Investigating the Language Anxiety Levels of Students who will take LGS

Abstract

Foreign language anxiety and foreign language test anxiety is one of the most researched topics today due to the requirements of our age. This study investigates the language anxiety of 8th grade students who will take LGS in Afyonkarahisar. The study investigates teacher-student interactions, peer connections, coping methods, resource use, parental support and developmental theories related to language anxiety. The study utilizes semi-structured interviews to illustrate the complex effects of language anxiety on language acquisition and test performance. Taking a qualitative approach, the study was conducted with 12 8th grade students who are currently studying in Afyonkarahisar. The findings were deciphered through thematic analysis. According to the findings, students experience moderate to high levels of language anxiety and the reasons for this are varied and fear of failure, peer relationships, parental support and teaching methods affect the language anxiety levels of young people. The study also discussed students' techniques for coping with anxiety and language learning tips. Students used mindfulness, deep breathing relaxation and positive self-talk to reduce anxiety.