Foreign Language Anxiety : A Case Study of Uzbek Student at Gachon University

다국어 초록 (Multilingual Abstract)

This study investigates the levels and sources of foreign language anxiety (FLA) among Uzbek students studying in an English-medium academic environment at Gachon University in South Korea. Grounded in the theoretical framework of Horwitz et al. (1986), the research adopts a mixed-methods approach, combining quantitative data from the Foreign Language Classroom Anxiety Scale (FLCAS) with qualitative insights obtained through semi- structured interviews. The quantitative findings reveal that the majority of participants experience moderate levels of foreign language anxiety, although notable variation exists among individuals. To further explore these results, qualitative data were analyzed thematically, identifying three primary sources of anxiety: communication apprehension, fear of negative evaluation, and test and classroom-related anxiety. The findings indicate that students frequently experience difficulty in spontaneous speaking situations, express concern about being judged by peers and instructors, and encounter challenges in understanding lectures delivered in English, particularly in fast-paced academic settings. The study contributes to the existing literature by focusing on an under- researched population—Uzbek students in an international higher education context—and by demonstrating how foreign language anxiety manifests in English-medium instruction environments. The results highlight the complex interplay between linguistic demands, classroom expectations, and emotional responses, suggesting that anxiety is both situational and context-dependent. The study concludes that addressing foreign language anxiety requires not only attention to language proficiency but also the creation of supportive classroom environments that reduce performance pressure and encourage participation. The findings have practical implications for educators and institutions seeking to improve the academic experiences of international students in English-medium settings.

목차 (Table of Contents)

• CHAPTER 1. INTRODUCTION 1
• 1.1 Background of the Study 1
• 1.2 Research Objectives 5
• 1.3 Research Questions 9
• 1.4 Thesis Structure 11
• CHAPTER 2: LITERATURE REVIEW 13
• 2.1 Foreign Language Classroom Anxiety 13
• 2.2 Sources of Foreign Language Anxiety 18
• 2.3 Effects of Foreign Language Anxiety 27
• 2.4 Foreign Language Classroom Anxiety Scale (FLCAS) 33
• CHAPTER 3: RESEARCH METHODOLOGY 40
• 3.1 Research Design 40
• 3.2 Research Context 43
• 3.3 Participants 44
• 3.4 Data Collection 46
• 3.5 Data Analysis 49
• CHAPTER 4: RESULTS AND DISCUSSION 56
• 4.1 Findings of the Survey 56
• 4.2 Findings of the Interview 60
• 4.3 Discussion of Communication Apprehension 63
• 4.4 Discussion of Fear of Negative Evaluation 66
• 4.5 Discussion of Test and Classroom Anxiety 68
• CHAPTER 5: CONCLUSIONS 72
• 5.1 Limitations 74
• 5.2 Future Research 76
• References 79
• Appendix 1 89
• Appendix 2 91