Language Learning Strategies and Anxiety among English Major Students: A Convergent Parallel Design

This research mainly investigates the connection between anxiety and language learning techniques in English teacher education. The study employed a mixed-methods approach using a convergent parallel design, integrating quantitative and qualitative analyses. Quantitative data were collected using validated instruments from 116 students. Simultaneously, researchers conducted in-depth interviews and facilitated focus group discussions to gather qualitative insights from 10 selected participants. The quantitative results revealed that although students used a variety of methods in their learning, high anxiety levels often reduced their effectiveness, particularly concerning social strategies and speaking tasks. The qualitative findings provided additional context, highlighting several coping mechanisms, such as self-regulation and independent learning. However, many students faced challenges in maintaining motivation. These results shed light on the complex relationship between learners' fear of learning a language and the techniques they employ to fit their learning preferences, suggesting significant implications for improving academic performance and emotional resilience in language education.