Social Learning of Fear: An Investigation of Foreign Language Learning Anxiety

Abstract

Fear of foreign language learning can stem from the learners, the instructors and also the activities planned. Learners learning anxiety can be increased or decreased depending on the learning environment they are in. Instructors play an important role to allow maximum learning to take place. Activities planned for language learning can facilitate or hinder learning. This study investigates the fear of foreign language learning among undergraduates. The instrument is rooted from Horwitz (1986) survey on Foreign Language Communication Apprehension Survey mirrored onto (Olsson & Phelps, 2007) Social Fear of Learning. 902 respondents were chosen to answer the survey Data is collected via goggle form online and analysed using SPSS version 26. To reveal the frequency of the responses. Findings is presented in the form of mean scores. The findings for this study revealed interesting information about fear of foreign language learning. Sadly, fear foreign language learning can begin the classroom through direct learning. Some activities may seem normal to one class but may add anxiety to another class. Contribution/ Originality:This study contributes to the existing literature of foreign language learning anxiety. However, it links language learning anxiety to the theory of social learning of fear which means fear is derived from social means. Learners' interaction with the surrounding can either facilitate or hinder language learning.

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