A Study on the Second Language Anxiety of the Students of Class XI in Birbhum District

Abstract

Second Language Anxiety (SLA) has emerged as a critical affective factor influencing learners’ performance and engagement in second language acquisition, particularly at the higher secondary level. The present study investigates the nature, extent, and dimensions of second language anxiety among Class XI students in the Birbhum District of West Bengal. Using a descriptive survey method, data were collected from a representative sample of students through a standardized Second Language Anxiety Scale covering communication apprehension, fear of negative evaluation, and test anxiety. The findings reveal that a significant proportion of students experience moderate to high levels of anxiety while learning English as a second language, with communication apprehension identified as the most dominant factor. The study also highlights noticeable differences in anxiety levels across gender, academic streams, and medium of instruction. Furthermore, an inverse relationship was observed between students’ language anxiety and their academic performance in English. The results underscore the urgent need for anxiety-reducing pedagogical strategies, learner-friendly classroom environments, and teacher sensitization programs at the higher secondary stage. This study contributes to the existing literature by providing region-specific insights into second language anxiety and offers practical implications for teachers, curriculum planners, and policymakers to enhance effective second language learning.