The factors contributing to english learning anxiety among senior english major students at banking academy of vietnam

INTRODUCTION

Rationales of the Study

In recent years, English has emerged as a widely-used international language, leading to increased pressure on learners to achieve proficiency Despite this demand, many individuals continue to face challenges in mastering and effectively using the language Researchers have shown a growing interest in understanding the factors that hinder English language acquisition Findings suggest that cognitive factors, such as language aptitude and learning strategies, along with affective factors like motivation and anxiety, significantly impact the foreign language learning process.

Language anxiety has been widely studied in the literature, with significant findings indicating that it can negatively impact language learning Research by Horwitz et al (1986), Marwan (2007), and Aslan & Thompson (2018) highlights that such anxiety can hinder the acquisition, retention, and production of new languages, as noted by MacIntyre & Gardner (1991).

In Vietnam, English has been taught in general education system since Grade

English has emerged as the most widely spoken foreign language in Vietnam, particularly in secondary and high school settings Numerous studies have explored this phenomenon within the Vietnamese educational context, highlighting the significance of English language acquisition (Thu, 2016; Nguyet, 2017; Hanh, 2018).

Despite the common belief that English learning anxiety primarily affects beginner learners, research indicates that even English majors experience significant anxiety levels Studies, including Tóth's (2011) on Hungarian university students, reveal that adult learners often carry past negative experiences that impede their language acquisition, unlike younger learners Additionally, university students tend to be more concerned about public perception and judgment, which exacerbates their anxiety compared to those in basic education This study aims to explore the root causes of English learning anxiety among senior English majors at the Banking Academy of Vietnam.

Research Aim

The study ultimately aims to investigate the factors contributing to English learning anxiety among senior English-major students at Banking Academy of Vietnam.

Research Question

What factors contribute to English learning anxiety among senior English- major students at Banking Academy of Vietnam?

Significance of the Study

Understanding English learning anxiety is essential for enhancing students' educational experiences and outcomes Krashen (1982) highlights the importance of fostering a low-anxiety learning environment to improve language proficiency This study is valuable for stakeholders, including institutional bodies, educators, and students, in creating anxiety-free educational settings The findings may increase lecturers' awareness of anxiety's presence and causes in their classrooms, enabling them to respond effectively and cultivate a supportive atmosphere Additionally, students can assess their own anxiety levels and receive recommendations for managing these feelings The Banking Academy of Vietnam can also benefit from the study by implementing suggestions for curriculum development and evaluation, ultimately fostering a positive academic environment Furthermore, the study contributes new insights to the existing literature on English learning anxiety in Vietnam.

Scope of the Study

This study investigates the key factors contributing to English learning anxiety among senior English majors at the Banking Academy of Vietnam, specifically focusing on the K20 cohort Conducted over two and a half months, from March 5 to May 20, 2021, the research aims to identify the sources of anxiety affecting these students.

Structure of the Study

This study consists of five chapters including this introductory one.

1 Chapter I: Introduction This chapter explains the focus of this case study, the rationale for undertaking the topic, the research question, the purpose, the scope, significance and the structure of the study

2 Chapter II: Literature Review This chapter presents an overview of major theories and previous studies relating to English learning anxiety and the theoretical framework that guides the study

3 Chapter III: Methodology In this chapter, the methodology including the participants, the research methods, the data collection instruments, and data analysis are described in detail

4 Chapter IV: Findings and Discussion This chapter demonstrates the results from the questionnaire and the interviews as well as discuss some significant findings

5 Chapter V: Conclusion, Implications and Recommendation This chapter summarizes the findings, identifies the limitations of the study and offers implications and recommendations for further research.

LITERATURE REVIEW

Literature Review

Anxiety is defined as a subjective experience characterized by feelings of tension, apprehension, and worry, along with the activation of the autonomic nervous system It consists of three key interconnected components: physiological symptoms such as increased blood pressure and muscle tension, behavioral responses including avoidance and frequent absences, and cognitive aspects like self-doubt and negative expectations According to Scovel, anxiety levels can be quantified through various measurement techniques.

(i) Behavioural tests where the subject is under observation;

(ii) Self-reports of internal feelings and reactions

(iii) Physiological tests which involve the measurement of the subject’s heart rate, blood pressure and palmar sweating

Anxiety can be triggered by various factors unique to each individual Psychologists categorize anxiety into three types: trait or global anxiety, situation-specific anxiety, and state anxiety.

As regards the first, it refers to a relatively stable is a personality trait A more permanent predisposition to be anxious (Katalin, 2006) According to Dornyei

Trait anxiety is a personal characteristic that predisposes individuals to experience anxiety across various situations, making it a key trait of human personality (2005) Those with high trait anxiety often exhibit nervousness and emotional instability (Goldberg, 1992) While not all individuals with elevated state anxiety possess high trait anxiety, those with high trait anxiety are significantly more likely to encounter increased state anxiety in numerous scenarios (Spielberger, 1983).

State anxiety refers to the immediate experience of anxiety and its effects on a person's emotions, cognition, and behavior (MacIntyre in Young 1999) This transient emotional state can fluctuate in intensity and significantly impacts an individual's level of arousal When experiencing state anxiety, individuals become more sensitive to others' opinions and judgments, leading to increased rumination over both real and imagined failures Consequently, they often devise escape plans from anxiety-inducing situations Behavioral manifestations of state anxiety include physical symptoms such as elevated heart rates, sweaty palms, and nausea, along with a tendency to flee from anxiety-provoking environments (Lababidi, 2015).

Language learners often face state anxiety in the classroom due to factors like meeting new people, public speaking, and receiving corrections While initial feelings of anxiety are common, persistent anxiety can evolve into a more severe, situation-specific form, making the language class feel daunting and unpleasant This association between anxiety and the classroom environment can lead to language anxiety, particularly for those with pre-existing trait or global anxiety, as language learning inherently involves vulnerability and exposure to critique.

Situation-specific anxiety refers to the anxiety experienced in particular contexts, as described by MacIntyre (in Young, 1999), highlighting the likelihood of feeling anxious in specific situations Unlike trait anxiety, which is consistent over time, situation-specific anxiety can vary based on individual perceptions of what triggers anxiety (Lababidi, 2015) Certain situations, such as public speaking, examinations, and recitations, are more prone to provoke this type of anxiety, especially within educational settings (Scovel in Rochelle Irene Lucas et al., 2011).

2.1.2.1 Definitions of Foreign Language Anxiety

Anxiety is a significant affective factor that hinders various forms of learning, particularly in foreign language acquisition, as highlighted by Krashen (1985) Over the past forty years, numerous scholars have focused on the concept of Foreign Language Anxiety (FLA) Horwitz et al (1986) characterized FLA as a unique combination of self-perceptions, beliefs, feelings, and behaviors associated with language learning in the classroom, stemming from the distinctive nature of the language learning experience.

128) Placing FLA in the framework of related concepts of anxiety, Horwitz et al

Foreign Language Anxiety (FLA), first identified by Horwitz et al in 1986, is a situation-specific form of anxiety that is distinct from other anxiety types It primarily affects learners' self-perception regarding their ability to use a foreign language effectively According to Lababidi (2015), the theoretical framework established by Horwitz et al is crucial for understanding and researching language anxiety.

MacIntyre (1999) defines Foreign Language Anxiety (FLA) as a learned emotional response characterized by feelings of worry and negative emotions that arise during the process of learning or using a second language This anxiety can affect individuals even if they are proficient in their native language, leading to challenges in expression and comprehension when communicating in a foreign language.

To put it simply, FLA is a situation- specific anxiety relating to environments of foreign language learning, occurring when one is required to use a foreign language

Conceptualizing FLA is imperative to the entire affective reaction to language learning

2.1.2.2 Ways to Identify Foreign Language Anxiety

Fear of Language Anxiety (FLA) behaviors can differ significantly between cultures, as what is perceived as anxiety in one cultural context may be considered typical behavior in another Nonetheless, Hu and Wang (2014) compiled a comprehensive list of common indicators associated with FLA.

Students often exhibit general avoidance behaviors in the classroom, which can manifest as forgetting answers, being careless, skipping classes, arriving late, or coming unprepared These behaviors contribute to low levels of verbal participation and can result in a lack of engagement during lessons, ultimately leading to an inability to answer even the simplest questions posed by educators.

Physical actions such as squirming, fidgeting, and flushing can indicate nervousness during communication Individuals may also play with their hair or clothing, touch objects nervously, or exhibit restless behaviors Additionally, signs of anxiety may manifest through stuttering or stammering, and despite repeated practice, some may struggle to imitate the intonation and sounds of the target language effectively.

- Physical symptoms: headache, tight muscles, inexplicable pain or tension in any part of the body (chest, back, stomach, etc.)

Signs that indicate Fear of Negative Evaluation (FLA) can vary across cultures and may include behaviors such as over-studying, perfectionism, social avoidance, and conversational withdrawal Individuals may exhibit a lack of eye contact, display anger, or respond with monosyllabic or noncommittal answers Additionally, they might engage in image protection or masking behaviors, such as exaggerated laughter, excessive nodding, or joking Other indicators include a failure to interrupt in conversations when appropriate, heightened competitiveness, and extreme self-criticism.

2.1.2.3 Causes of Foreign Language Anxiety

Anxiety is a complex, multidimensional phenomenon influenced by various independent variables (Horwitz & Cope, 1986) It manifests differently in individuals and situations In examining Foreign Language Anxiety (FLA) in academic and social contexts, Horwitz et al (1986) identified three key factors: communication apprehension, test anxiety, and fear of negative evaluation.

Communication apprehension, as defined by Horwitz et al (1986), is a form of shyness marked by anxiety about interacting with others Traits such as shyness, quietness, and reticence in learners often contribute to this apprehension Individuals who experience communication anxiety tend to feel a lack of control over their communicative situations, leading to a perception that their performance is under constant scrutiny (Horwitz and Young, 1991).

(2007) points out seven elements that may result in communication apprehension:

(1) low intellectual skills, (2) speech skill deficiencies, (3) voluntary social introversion, (4) social alienation, (5) communication anxiety, (6) low social self- esteem, (7) ethnic/cultural divergence in communication norms

Theoretical Framework

This study's theoretical framework integrates the models of Horwitz et al (1986), Young (1991), Tanveer (2007), and Lababidi (2015) to explore anxiety in language learning It categorizes anxiety into four main sources: those related to learners, teachers, institutions, and the target language The categories from Young's framework are expanded with Tanveer's additional insights, and modifications are made to tailor the framework to the specific context of the Banking Academy of Vietnam.

Communication apprehension refers to the anxiety individuals feel during real or anticipated interactions, particularly in public speaking, group discussions, and one-on-one conversations This anxiety is often linked to a self-perceived lack of communication skills, which can hinder effective engagement in social situations.

- Fear of making mistakes and negative evaluation: Horwitz et al

In 1986, research indicated that anxious students often fear making mistakes, which is closely related to their concern about negative evaluation from peers and instructors regarding their language skills Horwitz et al (1986) highlighted that this anxiety stems from the perception of being judged negatively, both academically and personally Lababidi (2015) emphasizes that the stigma associated with failure contributes to the fear of losing face, further linking the fear of making mistakes to the fear of negative evaluation.

Test anxiety, defined as the fear of failure, is particularly prevalent in language classrooms due to their ongoing evaluative nature (Horwit et al., 1986) Essentially, both test anxiety and fear of failure represent forms of performance anxiety, characterized by the apprehension of poor performance or total failure.

Students often experience significant anxiety related to English learning, primarily due to the fear of being unprepared in various situations, including attending class, delivering presentations, and responding to questions (Lababidi, 2015).

Beliefs about English language learning significantly influence learners' experiences of language anxiety, as noted by researchers such as Horwitz et al (1986), Young (1991), and Lababidi (2015) Lababidi (2015) highlights several prevalent misconceptions among English learners, including the notion that "learning English is a matter of translation," the belief that "language learning is an innate gift not possessed by all," and the idea that "past experiences in language learning dictate future success" (p.125) Additionally, factors related to lecturers also play a crucial role in shaping learners' beliefs and attitudes towards language acquisition.

- Judgmental attitude and harsh manner of teaching: Some behaviours that teachers embrace might lead to language anxiety among students (Young,

In a study by Palacios (1998, cited in Lababidi, 2015, p.38), several teacher characteristics were identified that can contribute to student anxiety These include a lack of teacher support, indifferent attitudes, insufficient personal attention, preferential treatment, and the pressure students feel to impress or avoid judgment from their teachers.

Native speakers as lecturers possess a strong command of the English language; however, they may struggle to connect with non-native students, which can lead to feelings of inferiority and apprehension in communication (Árva & Medgyes, 2000; Lababidi, 2015) This disconnect highlights the importance of considering various factors associated with faculty in the learning environment.

Intensive and fast-paced curricula can heighten students' anxiety levels, as noted by Labadihi (2015) Additionally, programs that necessitate numerous presentations, oral skits, and speaking in large groups frequently contribute to increased English learning anxiety among students.

Content misalignment between curriculum and examinations can lead to increased language anxiety among students Young (1991) highlighted that testing students on unfamiliar concepts or using unfamiliar formats may exacerbate their anxiety levels Additionally, these factors can contribute to heightened test anxiety, impacting students' overall performance in English language assessments.

Tanveer (2007) discovered that many students perceive the English language system as complex and inconsistent, particularly due to its numerous verb forms, prepositions, and particles This grammatical confusion can lead to increased anxiety among learners.

Many students find remembering and retrieving vocabulary items challenging due to the complexities of the English language The numerous exceptions in spelling and meanings can lead to feelings of frustration and anxiety among learners.

According to Tanveer (2007), English pronunciation significantly contributes to language anxiety among students His study reveals that the difficulty of mastering English pronunciation increases students' awareness of their inadequacies, leading to feelings of embarrassment and heightened anxiety.

The present study is guided by the following framework:

Figure 1 The Framework of the Study

Seniors of English Major at the Banking Academy of

Factors contributing to English learning anxiety

Factors associated with the students a) Communication

Apprehension b) Fear of making mistake and negative evaluation c) Test Anxiety and Fear of

Failure d) Fear of being unprepared e) Beliefs about

Factors associated with the lecturers a) Judgmental Attitude and Harsh

Manner of Teaching b) Native Speakers for Lecturers

Factors associated with the faculty a) Demanding curriculum b) Content Misalignment between Curriculum and

Factors associated with English language a) Grammar b) Vocabulary c) Pronunciation

RESEARCH METHODOLOGY

Methodological Approach – Mixed Methods

This study utilized a mixed methods approach, integrating both quantitative and qualitative data collection and analysis The quantitative aspect involved a questionnaire aimed at quantifying data and generalizing results from a representative sample, while the qualitative component consisted of interviews This dual methodology allows for a comprehensive understanding of the research topic, as emphasized by Creswell et al (2003) and Macdonald et al (2008).

A study involving 103 English major seniors utilized a qualitative approach to provide a comprehensive and detailed description of researchers' observations (Macdonald et al., 2008, p.9) The interviewees were meticulously selected to offer insightful interpretations, while quantitative data was gathered and analyzed numerically, and qualitative data was examined as text.

Rationale of Choosing Mixed Method

Numerous studies on English learning anxiety have utilized either quantitative (Martirossian & Hartoonian, 2015; Eleldia, 2016; Hidayati, 2018) or qualitative methods (Nguyet, 2017; Subekti, 2018; Oteir & Al-Otaibi, 2020), each presenting unique insights along with inherent limitations Quantitative research often lacks depth in human perception and experience (Choy, 2014), while qualitative studies may struggle with objectivity and comprehensive issue coverage (Choy, 2014) To address these shortcomings, this study adopts a mixed methods approach, combining both quantitative and qualitative techniques to leverage their strengths and mitigate their weaknesses (Connelly & Lynne, 2009) By integrating these methodologies, researchers can better understand complex social relations and uncover diverse findings related to a single phenomenon (Brannen & Moss, 2012; Haq, 2014).

This study employed a mixed-methods approach, combining quantitative questionnaires and qualitative interviews to thoroughly investigate the factors contributing to English learning anxiety among English-major seniors at the Banking Academy of Vietnam The questionnaire served as a crucial starting point to identify and confirm the causes of anxiety, while the interviews provided deeper insights into this complex issue As noted by Haq (2014), mixed methods yield more accurate results for exploring intricate social phenomena, and Yan and Horwitz (2008) emphasized the importance of understanding participants' experiences and perspectives in gaining valuable insights.

Participants

A study was conducted with 103 final-year English major students (K20 ATC) at the Banking Academy of Vietnam, utilizing convenience sampling to ensure that the knowledge gained accurately represented the broader population This sampling method was chosen for its efficiency, allowing for quick data collection from participants who were readily available and willing to engage, given the time constraints of the research.

The study included 29 male and 74 female students, with an average age of 22 Conducting the questionnaire among seniors was the most logical choice, as they had completed most, if not all, English courses in the English major at the Banking Academy of Vietnam, allowing them to offer a more comprehensive and integrated perspective.

Table 1 summarizes the demographic information of the students participating in the questionnaire

Table 1 Demographic Information about the Participants of the Questionnaire

Sample size Academic Status Average Age

As for the in-depth interviews, eight participants including five females and three males were selected through purposive sampling According to Etikan et al

In qualitative research, purposive sampling is a strategic method where participants are selected based on specific qualities they possess, allowing for the identification of information-rich cases (Patton, 2002) To ensure diverse perspectives, I carefully selected eight interviewees, varying in gender, English proficiency, and native regions My familiarity with the participants gave me confidence in their ability to articulate their thoughts and opinions effectively All eight individuals were both available and eager to participate in the study.

Table 2 shows some background information of eight students participating in the interviews

Table 2 Background Information of Eight Interviewees

FN2 Female None Upper Intermediate

FN3 Female None Upper Intermediate

FN5 Female None Upper Intermediate

Data Collection, Instruments, and Procedure

The study identified key problematic areas based on the theories of Horwitz et al (1986), Young (1991), Tanveer (2007), and Lababidi (2015) To gather necessary information, a questionnaire was developed and administered anonymously to a large group of English major seniors, promoting honest responses (Patten, 1998) A pilot questionnaire was tested with eight students to assess the reliability and validity of the tools and to gather feedback This pilot study also helped determine the time required for data collection and analysis All participants confirmed their understanding of the questionnaire, with only minor typographical errors corrected The official questionnaire was distributed online via Google Forms on March 29, 2021, allowing participants ample time to respond thoughtfully, and data collection concluded on April 7, 2021 In adherence to ethical guidelines, all recorded responses were deleted after analysis.

The questionnaire comprised 29 statements assessed on a five-point Likert scale, ranging from strongly disagree (1) to strongly agree (5) To enhance reliability, 12 items from Horwitz’s Foreign Language Classroom Anxiety Scale (FLCAS) (1986) were included, specifically items S1, S2, S3, S6, S7, S8, S10, S12, S13, S19, S23, and S26 Additionally, 17 new statements were incorporated to align the results with the research objectives The questionnaire began with essential study information, including its purpose, authorship, and assurance of confidentiality, allowing participants to make informed decisions about their involvement Informed consent was obtained, and participants were informed of their right to withdraw at any time Two demographic questions regarding gender and existing mental illnesses were included, while personal identifiers were omitted to maintain confidentiality The second section aimed to identify the primary factors contributing to English learning anxiety among participants, with items categorized into various sections as detailed in Table 3 During data analysis, all statements were considered indicators of English learning anxiety, except for statement 20, which focused solely on students' preferences for lecturers.

Table 3 Classification of Questionnaire Items

Category Factors Contributing to English learning anxiety

Factors associated with the students

Fear of making mistake and negative evaluation

Test Anxiety & Fear of Failure 8, 9, 10

Beliefs about English Language Learning

Factors associated with the lecturers

Judgmental Attitude and Harsh Manner of Teaching

Factors associated with the faculty

Content Misalignment between Curriculum and Examination

To gain deeper insights into participants' perceptions of English learning anxiety, a qualitative approach was deemed necessary As noted by Lowhorn (2007), this method aims to develop a theory that explains observed behaviors Therefore, semi-structured interviews were conducted, allowing for flexibility in questioning to uncover underlying motivations that a questionnaire could not reveal (Seidman, 2006) Each interview involved adapting questions based on individual responses, with the date and time arranged according to the participants' availability.

The interview questions were compiled on 8 th April, 2021 Four of them were taken from the study “Reducing anxiety in English language classes” of Kongi

In 2015, a set of 13 semi-structured interview questions was developed, incorporating questions 2, 3, 4, and 6, along with additional inquiries tailored for the study To facilitate clear communication and comfort, the interviews were conducted in Vietnamese Participants were informed about the study's purpose, assured of confidentiality, and asked for verbal consent to record and transcribe the interviews They were also made aware of their right to withdraw at any time Conducted via Facebook video calls from April 10 to April 14, the interviews involved eight students and lasted approximately 30 minutes each Following the analysis, all recorded interviews were deleted to uphold ethical standards.

Data Analysis

After closing the questionnaire, all findings from the Google Forms were compiled and coded in an Excel file for efficient value calculation This method was deemed the most effective and time-saving approach, with the quantified responses detailed in Table 4.

Table 4 Levels of Agreement or Disagreement's Values

Level of Agreement or Disagreement Value

All 29 items were computed for mean scores, which were then reckoned accordingly to the range in table 5 below

Class Interval = (Maximum Class - Minimum Class) : (Number of Level)

Each item, with the exception of item 20, was ranked on a scale from 1 to 28, where 1 represents the most influential factor based on their mean scores Subsequently, the arithmetic mean was utilized to calculate the mean scores for various subsections, as illustrated in Table 2.

The percentage of participants selecting responses from Strongly Disagree (SD) to Strongly Agree (SA) for each item was calculated and rounded up to enhance clarity in the presentation of results.

All results were meticulously verified to eliminate any errors in the process, and subsequently, data tables were created and incorporated into the relevant sections or subsections.

All eight audio-recorded interviews were transcribed, a crucial step in data analysis and interpretation (Gillham, 2005) The participants' comments were carefully categorized into relevant sections, while maintaining ethical standards by anonymizing their identities with codes such as FN1, MN1, FN2, and so forth, based on gender and interview order The qualitative findings were then integrated as quotes to support and elucidate the results derived from the quantitative data.

Summary

This study utilized a mixed methods approach to comprehensively explore English learning anxiety among 103 senior English-major students at the Banking Academy of Vietnam An adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al (1986) was administered through Google Forms, with responses coded in Excel for statistical analysis Additionally, semi-structured interviews, incorporating questions from Kongi (2015), were conducted via Facebook video calls with eight participants to provide supplementary insights Ethical considerations were meticulously addressed throughout the data collection and analysis processes.

FINDINGS AND DISCUSSION

Findings

4.1.1 The Factors Associated with The Students

This section examines the causes of English learning anxiety that originate from within the students themselves Key factors include pre-existing mental health issues, communication apprehension, the fear of making mistakes and being negatively evaluated, test anxiety, fear of failure, concerns about being unprepared, and personal beliefs regarding English language learning.

Table 6 English Learning Anxiety Levels of Students With and Without Mental Illnesses

Students without mental illness 3.20 Medium

Students with mental illness 3.46 High

Out of 103 students surveyed, 33 reported experiencing mental illnesses such as major depressive disorder, generalized anxiety disorder, obsessive-compulsive disorder, and bipolar disorder The analysis revealed a mean score gap of 0.26 between students with mental health issues (M=3.46) and those without (M=3.20), indicating that those with mental illnesses experience higher levels of English learning anxiety This suggests that pre-existing mental health conditions may significantly influence anxiety related to learning English One student, MN1, who has generalized anxiety disorder, shared, “I think my illness does affect my English learning process For instance, I’m often on edge whenever I’m in class because I will probably have to speak in front of the whole class To me, communicating with others, especially in a foreign language can be really stressful.”

1-“I tremble when I know that I’m going to be called in

2-“It embarrasses me to volunteer answers in English class.”

3-“I keep thinking that other students are better at English than

4- I am frightened by the thought of speaking in front of the English class/ giving a presentation

Table 7 shows the data relating to communication apprehension Overall, the level of communication apprehension among the participants was only at the medium level with M=3.33

A study revealed that 42% of students were comfortable being called on by lecturers, with an average score of M=2.95, likely due to prior experiences or the common practice of this method in English classes However, students demonstrated a reluctance to volunteer answers, scoring an average of M=3.08, indicating a tendency to avoid participation stemming from low self-perceived English proficiency.

Item 3 with M=3.63 was at a high level 67% of participants thought that their English proficiency was lower than that of their peers This finding was consistent with the interviewees’ answers when asked to describe their English level All eight interviewees evaluated their English ability lower than their ability shown in the academic results FN5 stated: “Other students are much better at English than I am

Three interviewees expressed reluctance and uncertainty regarding their English proficiency, highlighting students' perceptions of their competence and social image compared to their peers The average score for fear of public speaking was 3.66, with 66% of students reporting significant anxiety during class presentations This fear may stem from underlying concerns, such as the fear of making mistakes and the fear of negative evaluation.

4.1.1.3 Fear of Making Mistake and Negative Evaluation

Table 8 Students’ Fear of Making Mistakes and Negative Evaluation

5- I’m worried that the teacher will think poorly of me based on just one mistake that I make

6-I “worry about making mistakes in

7-“I am afraid that the other students will laugh at me when I speak

Table 8 reveals that students experience a moderate level of fear regarding making mistakes and concern over negative evaluations from others, as indicated by an average score of 3.16.

Item 6 revealed that 58% of participants expressed a significant fear of making mistakes in English classes, with an average rating of M=3.50 FN3 articulated this concern during her interview, stating, “I'm scared of making mistakes I always consciously try to make as few mistakes as possible.”

MN1 articulated his fear of "mistakes" in English, highlighting concerns about grammatical errors, mispronunciations, and malapropisms He stated, "I often worry about misusing words or mispronouncing them, and I'm also anxious about my faulty grammar."

Students exhibit greater anxiety regarding negative evaluations from lecturers (M=3.11) compared to their peers (M=2.87) For instance, one student expressed concern over lecturers' reactions, stating, “I always try my best to leave a good impression on the lecturers.” In contrast, another student, reflecting the fears of 31% of participants, worried about potential ridicule from classmates, saying, “I will be extremely humiliated” if they make mistakes Additionally, some students experience anxiety about negative feedback from both lecturers and peers, with one remarking, “In my mind, everyone will laugh and judge me if I make a mistake,” despite acknowledging that this rarely happens in reality.

Students' concern about others' judgments can lead to a reluctance to engage in evaluative situations, hindering their ability to practice English freely As MN1 expressed, "Sometimes, I want to raise my hand to answer a question or participate in a learning activity, but I begin to worry about how others will be staring and judging." This fear of scrutiny can significantly impact their learning experience and confidence in language use.

4.1.1.4 Test Anxiety and Fear of Failure

Table 9 Students' Test Anxiety and Fear of Failure

8- “It frightens me when I don’t understand what the” lecturer is saying in English

9- I am uneasy about the projects/ midterms/ finals that can affect my final scores

10-“I worry about the consequences of failing my English class.”

Table 9 illustrates students' perceptions of factors contributing to exam anxiety and fear of failure, revealing a significant level of English learning anxiety among them, with a mean score of 3.46.

A significant majority of participants (61%) reported feeling high levels of anxiety regarding projects, midterms, and finals that can impact their GPA, with a mean score of 3.50 This concern about grading evaluations aligns with insights gathered from interviews, such as one participant, MN1, who stated, “My entire learning process and outcomes are assessed by a few numbers Therefore, grades matter a lot I’m always so anxious and nervous during midterm tests and final examinations.”

Students exhibited significant anxiety regarding failing English classes, with an average score of 3.82, making it the second highest concern among twenty-eight items assessed This anxiety was a major contributor to the overall English learning apprehension experienced by English majors at the Banking Academy of Vietnam, with 73% of participants reporting stress related to the potential consequences of poor performance Interviews revealed that this fear intensified during exam periods, as illustrated by one student's comment: “Before taking a test, I’m often on edge, thinking about what would happen if I got a bad mark During the test, I tend to think about what would happen if I failed the course.”

The apprehension regarding comprehension of English lessons, while a minor aspect of the fear of failure, showed a lower mean value (M=3.07) compared to other concerns Items 9 and 10 indicated a higher impact level, whereas item 8 was categorized as medium influence Notably, over one-third (36%) of participants experienced anxiety when they struggled to understand the material As highlighted by MN1 in the interview, “It can be quite nerve-wracking when you don’t understand something that the lecturer says However, you can always ask them to repeat or translate it into Vietnamese, or simply just ask your classmates.”

The fear of not comprehending the materials does not significantly contribute to English learning anxiety among students at the Banking Academy of Vietnam, according to his perspective.

Table 10 Students' Fear of Being Unprepared

11-I feel very panicky when there is a surprise English test

12-“I get nervous when the English lecturer asks questions which I haven’t prepared in advance.”

13-“I start to panic when I have to speak without preparation in

Discussion

This study aimed to identify the specific factors contributing to English learning anxiety among senior English majors at the Banking Academy of Vietnam By understanding these factors, the research seeks to propose strategies to minimize students' anxiety Utilizing both qualitative and quantitative data provided a deeper and more nuanced understanding of English learning anxiety from the perspective of the targeted students.

The study found that all 28 items, except for item 20, received medium to high mean values, indicating their significant contribution to students' anxiety Interviews supported these findings, highlighting five major causes of English learning anxiety: English vocabulary, beliefs about language learning, test anxiety and fear of failure, judgmental attitudes and harsh teaching methods, and fear of being unprepared, listed from highest to lowest impact Additionally, students with pre-existing mental health conditions reported experiencing higher levels of English learning anxiety compared to those without such conditions.

Learning English vocabulary is identified as a significant factor contributing to English learning anxiety among students This aligns with Luo's (2012) findings that language features can induce anxiety, and numerous studies agree that a lack of vocabulary often leads to heightened anxiety levels Lababidi (2015) revealed that 78% of participants viewed new words as crucial for learning English, attributing their anxiety to insufficient vocabulary Asif (2017) noted that limited vocabulary can cause anxiety for Saudi EFL learners A robust vocabulary is essential for effective communication, and deficiencies can lead to challenges in reading comprehension, listening, and expressing thoughts Inability to articulate feelings due to a lack of appropriate words can result in embarrassment and withdrawal from conversations Moreover, students often struggle to retain vocabulary if they don't have effective learning strategies, which can lead to a perception of low English proficiency and increased anxiety in new word situations Consequently, students' perceptions of the difficulty of English vocabulary learning significantly influence their progress, as overestimating this complexity can create cognitive and psychological barriers, leading to frustration and hindering their development (Maslamani, 2007).

The study revealed that many students held various beliefs and misconceptions about learning English, particularly regarding the significance of basic education and regional influences A common belief was that those with a solid foundation in English from their primary education were superior to their peers, which could negatively impact their attitudes towards learning Students who lacked access to quality English education often felt inferior and anxious in university settings, while those from better schools felt pressured to outperform others Additionally, many students believed that regional accents were unchangeable, leading to feelings of inadequacy among those from less prestigious areas compared to their counterparts in major cities with standard accents.

“perfect” English Contrastingly, individuals who come from small provinces with the local accent may feel embarrassed and uneasy speaking English

These findings were in line with those of Young (1991) which suggested that

Erroneous beliefs about language learning can lead to significant anxiety among learners, as evidenced by participants in recent studies who reported feelings of timidity, embarrassment, and frustration Ohata (2005) highlighted that unrealistic beliefs often provoke anxiety, particularly when they conflict with reality Similarly, Lababidi (2015) found that many students experienced anxiety linked to their perceptions of the English language, noting that misconceptions could result in frustration and anger regarding their own performance in second or foreign languages.

Participants in the study exhibited significant anxiety stemming from test-related fears and the fear of failure, aligning with Young's (1999) assertion that such anxiety may be tied to self-perceptions of failure Evidence from the study indicated that many participants were preoccupied with the repercussions of failing throughout the testing process, leading to an overwhelming fear of low grades and class failure This supports Howritz et al.'s (1986) theory that test anxiety arises from high expectations and unattainable goals The findings reaffirm that test anxiety is a persistent contributor to English learning anxiety, as noted in previous studies, including Khattak et al (2011), who linked examination fears to language anxiety, and Lababidi (2015), who highlighted students' anxiety regarding performance in English classes Additionally, Miskam and Saidalvi (2019) identified test anxiety as a primary factor contributing to speaking anxiety among undergraduates.

The judgmental attitude and harsh teaching methods of lecturers significantly contribute to foreign language anxiety (FLA) among learners, aligning with previous research Effiong (2016) identified unfriendly and strict teachers as key factors that create discomfort and limit students' interactional opportunities Similarly, Subekti (2018) noted that teachers who are "strict, serious, and too detailed" tend to increase anxiety levels in foreign language students.

In the current study, students expressed feelings of anxiety and discomfort associated with numerous assignments, mini tests, and a heavy reliance on textbooks and slides from their lecturers While friendly and flexible teaching styles can reduce anxiety, they may not always lead to optimal learning outcomes; for example, a lack of assignments may result in insufficient revision and lower academic performance To address the diverse needs of students, it is essential for lecturers to adopt varied and accommodating teaching methods As noted by Tran and Moni (2015), the complexity of teachers' attributes complicates the challenge of determining the right balance between being easy-going and strict to effectively help students manage their anxiety.

The study revealed that participants did not experience issues with the frequency of lecturers' error corrections, contrasting with previous research that indicated excessive corrections can provoke anxiety and embarrassment in students (Mak, 2011; Tercan & Dikilitaş, 2015; Pan, 2016) Young's (1991) theory suggests that the real concern lies not in the correction itself, but in the manner of correction—specifically, when, how often, and how errors are addressed In this study, it was the lecturers' approach to error correction that triggered student anxiety Supporting this, Abedi, Mahdavi, and Hassaskhah (2015), Tsao, Tseng, and Wang (2017), and Hidayati (2018) found that students felt disturbed and frustrated by harsh criticism, attributing the negative experiences to the teachers’ intimidating methods.

Fear of being unprepared significantly contributes to English learning anxiety among students, as evidenced by participant feedback Situations such as being unexpectedly called upon, facing surprise tests, or speaking without prior preparation often trigger feelings of unease and discomfort This aligns with Young's theory on the impact of surprise on student anxiety.

Research has consistently shown that placing learners "on the spot" in front of their peers without prior preparation can lead to significant anxiety Lababidi (2015) found that students frequently experienced panic when required to speak spontaneously in English classes Similarly, Tercan and Dikilitaş (2015) highlighted that students often feared being unprepared or under-prepared for such situations.

Students in this study frequently experienced moments of "going blank," leading to subpar performance in unexpected situations, aligning with findings from previous research MacIntyre and Gardner (1989) highlighted this phenomenon, emphasizing its impact on students' ability to respond effectively.

The phenomenon of "freezing" in learners can often be linked to anxiety, particularly stemming from a lack of preparation, as highlighted by Rashid and Al-Smadi (2020) This unpreparedness can erode students' confidence, hindering their ability to complete tasks effectively A significant factor contributing to this anxiety is the fear of appearing foolish or facing embarrassment in front of peers and instructors, especially when unable to provide correct answers or articulate their thoughts clearly Consequently, the fear of negative evaluation and the apprehension of failure may intensify feelings of unpreparedness among students.

Pre-existing mental health conditions, particularly generalized anxiety disorder, significantly exacerbate English learning anxiety among students Those with higher levels of daily anxiety experience greater stress in English classes, which often involve frequent communication with peers and instructors This interaction places them in evaluative situations where they must contend with both positive and negative feedback Research by Kongi (2015) indicates that students with social anxiety are preoccupied not only with the tasks they are performing but also with how their responses will be perceived by others Consequently, this fear of negative evaluation and communication apprehension leads anxious individuals to avoid participating in classroom activities, ultimately hindering their academic success.

Conclusion

The study revealed that various factors contribute to English learning anxiety among students, with findings indicating that most senior English-major students at the Banking Academy in Vietnam experience medium to high levels of anxiety Key contributors to this anxiety include challenges with English vocabulary, students' beliefs about learning the language, test anxiety, fear of failure, concerns about being unprepared, and the lecturers' critical attitudes and strict teaching methods Additionally, students with pre-existing mental health conditions reported higher levels of anxiety compared to those without These results align with previous research by authors such as Horwitz et al (1986) and Young, highlighting the complex nature of language learning anxiety.

(1991) Luo (2012), Lababidi (2015), as well as Rashid and Al-Smadi (2020)

This chapter presents a concise summary of the findings, highlighting their implications for students, lecturers, and the Banking Academy of Vietnam It also addresses the limitations of the current study and offers recommendations for future research.

Summary of The Findings

This study explored the perceptions and experiences of English-major seniors at the Banking Academy of Vietnam regarding English learning anxiety, revealing a medium to high level of anxiety in this context Variations in anxiety levels were noted, with factors such as communication apprehension, fear of making mistakes, negative evaluations, and a demanding curriculum contributing minimally to students' anxiety Additionally, six primary causes of English learning anxiety were identified: pre-existing mental health issues, challenges with English vocabulary, beliefs about language learning, test anxiety and fear of failure, judgmental attitudes from instructors, and concerns about being unprepared.

Implications

The study's findings suggest several recommendations for students, lecturers, and the Banking Academy to effectively reduce English learning anxiety among students.

Students must recognize the impact of English learning anxiety on their attitudes and performance It is essential for them to assess their own levels of anxiety and identify its primary causes If they consistently experience high anxiety in the classroom, seeking support from lecturers, friends, or family is crucial.

To achieve a solid understanding of the subject matter, students should consistently preview and review course content, ensuring they are well-prepared for questions and tests This thorough preparation minimizes the chances of providing inaccurate or incoherent answers, allowing students to approach exams with confidence and composure, ultimately leading to better results.

Regular practice of speaking English is essential for students, as low proficiency can result in feelings of inferiority and anxiety Consistent speaking practice not only improves English skills but also boosts students' confidence and reduces anxiety related to learning the language.

Students should explore effective methods for learning English grammar, vocabulary, and pronunciation to boost their confidence Since different strategies work for different individuals, it's essential for students to experiment with a range of learning techniques.

Students should prioritize building self-confidence, self-esteem, and a positive mindset Embracing their achievements and viewing failures as valuable learning experiences is essential Additionally, they must learn to utilize constructive criticism effectively while ignoring negative feedback.

Lecturers must recognize the presence of English learning anxiety in their students As highlighted in the literature review, Foreign Language Anxiety (FLA) typically presents itself through observable behaviors, enabling lecturers to identify students exhibiting signs of anxiety and stress in the classroom By acknowledging these indicators, educators can implement targeted strategies to alleviate these negative feelings and create a more supportive learning environment.

To foster an anxiety-free learning environment, lecturers should adopt a friendly and supportive attitude while creating a less formal classroom atmosphere It is essential to respect and listen to all students' ideas and opinions Incorporating diverse activities, such as games, videos, and broadcasts, can enhance engagement While asking questions is a valuable strategy to boost participation and understanding, lecturers should be mindful not to overwhelm students with excessive questioning, as this may lead to increased anxiety and discomfort.

To foster a positive language learning environment, lecturers must reassure students that making mistakes is a natural part of the process Mistake correction should be approached gently and without judgment, avoiding any sarcasm or humor that could discourage students Additionally, lecturers should be attentive to students' reactions during feedback to identify signs of discomfort or anxiety, allowing them to adapt their correction methods as needed.

To alleviate test anxiety, lecturers should consider minimizing the number of mini tests and assignments by implementing non-grading worksheets and optional assignments Additionally, exploring diverse assessment methods, such as performance-based evaluations, can enhance the learning experience It is also advisable to eliminate surprise tests whenever feasible.

In order to help the students to prepare more effectively, the lecturers are recommended to provide a detailed weekly agenda of expectations and lesson objectives.

Lecturers should actively engage in discussions about students' irrational beliefs and misconceptions regarding English learning By promoting tolerance for their own accents, educators can encourage students to embrace their unique pronunciation Additionally, providing guidance and opportunities for practice can help students refine their accents, enhancing their overall confidence in speaking English.

5.2.3 Implications for the Banking Academy of Vietnam

The academy should increase the number of counselors trained to offer specialized guidance on student anxiety Additionally, hosting occasional seminars focused on language learning anxiety and general learning anxiety will enhance awareness among both students and lecturers.

The academy should implement a flexible curriculum tailored to the diverse abilities of students To address the needs of freshmen with limited English proficiency, it is essential to introduce a non-compulsory one-credit beginner course that focuses on reinforcing basic English skills This initiative will alleviate anxiety and overwhelm among students, better preparing them for subsequent English courses like Reading I, Listening I, and Speaking I.

To enhance student preparation and reduce exam-related anxiety, the academy should consider reducing the test material or extending the self-revision period Providing students with a clear outline of exam sections and structures will help them know what to expect, leading to more effective study habits Implementing these strategies can create a more supportive learning environment during exam seasons.

Recommendation for Further Studies

The study conducted for the BA graduation dissertation has notable limitations, primarily due to its focus on a specific group of participants—seniors majoring in English at the Banking Academy of Vietnam—who may not represent the broader student population in this university or other Vietnamese institutions Consequently, the findings may not be generalizable to different contexts Additionally, time constraints prevented an exploration of English learning anxiety from the perspective of lecturers, which would have enriched the study by incorporating both student and lecturer viewpoints.

Future studies on English learning anxiety should focus on understanding lecturers' beliefs, perceptions, and attitudes towards English teaching and learning, alongside students' perspectives Utilizing observation methods can provide deeper insights into the complexities of English learning anxiety Additionally, exploring the relationship between gender or pre-existing mental health issues and English learning anxiety could yield valuable findings Researchers are also encouraged to investigate the impact of various anxiety-relief techniques on students' psychological well-being and academic performance.

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This appendix displays the adapted version of the FLCAS of Horwitz et al

(1986), which was used to identify the factors contributing to the English learning anxiety among the targeted population

English Learning Anxiety Scale for Seniors of English Major at Banking Academy

You are invited to join a research study focusing on "The Factors Contributing to EFL Learning Anxiety Among Senior English-Majored Students at Banking Academy of Vietnam." This study seeks to explore the various factors that lead to English learning anxiety among senior students majoring in English at the Banking Academy of Vietnam.

This study is being conducted by Nguyen Van Dung under the guidance of Dr Trinh Ngoc Anh

Your answers will be kept strictly confidential and anonymous You may withdraw at any time during this questionnaire

If you have any questions, please contact me

Thank you in advance for your participation!

I understand the purpose and nature of this study and I am participating voluntarily o Yes

My gender is: o Female o Male o Other

For each statement below, please select from 1 to 5 to indicate how much you disagree or agree

S1 “I tremble when I know that I’m going to be called in

S2 “It embarrasses me to volunteer answers in English class.”

S3 “I keep thinking that other students are better at

S4 I am frightened by the thought of speaking in front of the English class/ giving a presentation

S5 I’m worried that the teacher will think lowly of me based on just one mistake that I make

S6 “I worry about making mistakes” in English class

S7 “I am afraid that the other students will laugh at me when I speak English.”

S8 “It frightens me when I don’t understand what the” lecturer is saying in English

S9 I am uneasy about the projects/ midterms/ finals that can affect my final scores

S10 “I worry about consequences of failing my English class.”

S11 I feel very panicky when there is a surprise English test

S12 “I get nervous when the English lecturer asks questions which I haven’t prepared in advance.”

S13 “I start to panic when I have to speak without preparation in English class.”

S14 I believe English language learning is a special gift not possessed by all

S15 I believe that primary and secondary education plays a crucial role in English learning

S16 I suppose that it is easier for the rich to learn English

S17 I believe that the regional factor can affect your

English ability (accent/ intonation/ liaison)

S18 Some lecturers of English are very strict which makes the class stressful

S19 “I am afraid that my lecturer is ready to correct every mistake I make.”

S20 I prefer a Vietnamese lecturer to a foreign lecturer 1 2 3 4 5

S21 I feel anxious speaking to foreigners 1 2 3 4 5

S22 I am anxious going to classes because some English courses are very difficult and demanding

S23 “English classes move so quickly I worry about getting left behind.”

S24 The English tests are not similar to the syllabuses/ what lecturers teach, which makes me anxious

S25 I am uneasy that the department always changes the structure of the English tests

S26 “I feel overwhelmed by the number of rules one has to learn to speak English.”

S27 It is hard for me to remember and retrieve new words

S28 I’m anxious because there are so many new words that I don’t know

S29 I feel reluctant to speak in English because English pronunciation is too hard to adopt

This appendix presents the interview questions of the semi-structured interviews with eight students