RELATIONSHIP BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND AFFECTIVE STRATEGIES USED BY LEARNERS AT THE UNIVERSITY LEVEL IN PAKISTAN
Keywords:
Affective Strategies, Foreign Language Anxiety, Learning English LanguageAbstract
This study aims to examine the link between anxiety in the foreign language classroom and productive strategies used by graduate-level students in the Pakistani context. The instruments used for this research consist of FLCAS prepared by Horwitz (1986) and SILL refined by Oxford (1990). The study involves 116 participants who are currently enrolled in graduation-level programs at a private college in Multan, Pakistan. The findings of this research indicate that 60% of learners are active users of these affective strategies, with a mean score of 18.64 out of a total score of 30. The higher levels of use of affective strategies are found to be related to lower levels of English language anxiety, although insignificantly. Moreover, female participants (mean score = 19.34) were found to use affective strategies more than their male counterparts. (mean score = 17.44). A negative relationship is also observed between FLCA and affective strategies used by the students at graduation level programs in Pakistan.
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