JEZIČKA ANKSIOZNOST KOD STUDENATA ENGLESKOG JEZIKA I KNJIŽEVNOSTI

The aim of this paper is to determine the level of general language anxiety and skill-specific language anxiety, namely in reading, listening, writing, and speaking, among English language students in Serbia, as well as to examine the extent to which individual forms of language anxiety contribute to overall language anxiety. To this end, a quantitative study was conducted through a survey of English language and literature students at the Faculty of Philology and Arts, University of Kragujevac. The results indicate that participants experience moderate general language anxiety, with higher anxiety levels related to productive skills compared to receptive ones. Furthermore, the findings suggest that while general language anxiety is associated with anxiety in reading, listening, and writing, the most significant contributor to overall language anxiety is speaking anxiety. Therefore, the pedagogical implications of this research primarily focus on addressing speaking-related anxiety and fostering greater self-confidence among English language students during oral activities.