Anxiety in EFL Classrooms: Impact on Linguistic Proficiency and Skill Development

Abstract

English is a vital medium for education and communication in Nepal, making its acquisition crucial for academic and professional success. However, the process of learning English as a foreign language (EFL) often induces significant anxiety among students, which can hinder their language development and overall performance. This study explores the anxiety levels of secondary-level EFL students in Nepal as they acquire language skills in EFL classrooms. Sixty students from three community schools were selected, and data were collected using a Google Forms questionnaire based on the descriptive approach. The findings reveal varying levels of anxiety across different language skills, with speaking skills eliciting the highest anxiety, followed by writing, listening, and reading skills, which caused moderate anxiety. Contextual disparities were also noted, with test and exam-related anxiety being the most significant. Additionally, nervousness and students' proficiency levels emerged as primary contributors to their anxiety. The study highlights the necessity of implementing comprehensive, context-specific strategies in English language classrooms to address the diverse and intense forms of student anxiety, ultimately promoting more effective language learning and the need for targeted interventions in EFL classrooms to reduce anxiety and enhance students' language learning outcomes.