English language anxiety among the public university students in Bangladesh

Abstract

Anxiety in the English language is crucial in academic and career life in Bangladesh, and for most students of Dhaka University, the process of learning English is an emotionally challenging experience. This paper examines the issue of English Language Anxiety (ELA) among Bangladeshi undergraduate learners in state-owned universities, aiming to identify the causative factors, the role of teachers and curriculum, as well as measures to alleviate anxiety in the classroom. Based on qualitative research, the five students interviewed on the various grades of the public universities were asked to relate their personal approaches and perceptions towards language anxiety. The data were analyzed using thematic analysis, which showed that most frequently, fear of making mistakes, lack of oral exposure, and evaluation pressure were identified as the leading causes of anxiety (Mamun, 2021). The comparison also noted that the difference between university grades, including the unequal access to English classes and the dependence on lecture-based teaching, contributes to further linguistic inequality (Rashid et al., 2020). Another factor identified in the study is the feedback style of teachers and the implementation of the curriculum: empathetic and supportive teachers can help reduce anxiety levels, whereas strict, exam-driven teachers tend to increase anxiety (Yasmin, 2024). The results indicate that practical measures to counter the language anxiety effects comprise interactive activities, small group discussion, and limited first language usage as a scaffold. The study concludes that reducing anxiety should be a pedagogical concern in Bangladesh's higher education system to foster confident and communicative English learners capable of engaging in global interactions.