English Language Learning Anxiety Among Middle School Students

This paper aims to examine the emotional experiences of Pakistani middle school students, learning English as a second language, particularly anxiety. Qualitative approach has been used to conduct data. The study gathered data from five participants using interpretive phenomenological analysis (IPA) to investigate the factors that contribute to negative emotions as anxiety, during English language learning. The analysis revealed that all participants experienced anxiety as the most common negative emotion during their English language classes. Factors contributing to anxiety include lessons, burden of tests, absence from classes, reading in louder manner, difficult vocabulary and grammar, and strict or rude teacher behavior. Participants preferred a friendly and interactive learning environment with creative activities and a focus on new vocabulary over grammar rules and tenses. Suggests are made that teachers need to consider students' interests and teaching styles to engage and empower them while avoiding non-supportive, rude behavior, and strictness.