Content Details | NUML Online Research Repository

Title Ecosystem of English Language Learning: A Study of Anxiety Among University students in Pakistan

Author(s) Ms. Rabia Rani

Abstract ABSTRACT Thesis Title: Ecosystem of English Language Learning: A Study of Anxiety among University Students in Pakistan English language learning anxiety is an extensively researched area in ESL. However, the multifaceted nature of language learning anxiety has not been sufficiently explored from the perspective of ecology in Pakistan, a framework suitable for exploring complex systems. Exploration of English language learning as an ecosystem is likely to shed more light on the issue and consequently can provide better understanding and thereby help provide better solutions to the problem. This study takes advantage of the Nested Ecosystem Model based on Ecological Systems Theory (1979; 1993) to explore classroom anxiety among university students in Pakistan. The additional perspective of the Engestrom model of Activity theory (1999) has been employed to enrich the analytical power of this model. For the sample, the study uses purposive sampling to take two universities from Islamabad and two universities from Faisalabad. The students in these universities are administered with the help of Horwitz et al. (1986) Foreign Language Classroom Anxiety Scale to reach the required sample i.e., the highly anxious students. To explore the reasons for anxiety among these students, the study uses the tools of interviews based on the Mwanza Model Activity Theory, Diary writing, and taking the teacher’s perspective. The data is coded and analyzed with the help of NVivo 11 software. The findings of the study indicate that a constellation of factors from all four levels of the environment contributes to the language learning anxiety of the students. At the micro level, cognitive, affective, linguistic factors and classroom environment emerged as important anxiety-causing factors. At the mesolevel, previous language learning experience, social and academic background, and extracurricular activities; at the exo-level, the institutional policies and environment were found responsible for anxiety, whereas, at the macro-level, the societal norms, provincial educational policies, and global challenges, such as COVID-19, contribute to the language anxiety of the students. The research emphasizes the need to consider the multifaceted nature of language learning anxiety in dealing with this issue.

Type Thesis/Dissertation

Faculty Languages

Department English

Language English

Publication Date 2024-05-20

Subject PhD English Linguistics

Publisher Department of English (GS)

Contributor(s) Dr. Aneela Gill

Format As per departmental guidelines

Identifier Dr. Muhammad Haseeb Nasir (PhD English Program Coordinator)

Source PhD

Relation

Coverage

Rights