Language anxiety (LA) is a prevalent issue for English as a Second Language (ESL) learners at state universities in Sri Lanka. However, there is a paucity of comprehensive exploration of ESL learners’ LA sources and effective strategies for managing LA within the Sri Lankan context. As sources of LA are context-specific, LA management strategies investigated in other contexts cannot be generalised to Sri Lanka’s unique sociocultural milieu. This qualitative study sought to examine ESL learners’ sources of LA and identify strategies for managing LA, with the aim of developing a low-anxiety classroom model specifically tailored to the needs of the tertiary education setting in Sri Lanka by integrating approaches informed by Traditional Psychology (TP) and Positive Psychology (PP).
Data were collected from ESL teachers and learners at state universities in Sri Lanka using four research methods. First, a questionnaire survey was administered to 75 teachers across all state universities in Sri Lanka. Second, nine ESL teachers selected from three state universities were interviewed in depth. Third, four focus-group interviews were conducted with learners of the previously-interviewed teachers. Finally, six ESL classrooms of previously-interviewed teachers were observed. The collected data was analysed using the Thematic Analysis method.
The study reveals the complexity and multifaceted nature of LA. Three main source types of LA were discovered among ESL learners, including those that originate from the learners themselves (i.e., learner-specific), those that are related to classroom factors (i.e., inclass), and those that arise from socioeconomic and cultural factors beyond the ESL classroom (i.e., out-of-class). These three source types are inextricably interrelated, requiring a holistic approach to successfully addressing them.
By investigating LA sources and anxiety-management strategies specific to the Sri Lankan context and integrating TP-informed and PP-informed strategies, the study offers a low-anxiety classroom model for ESL learners at state universities in Sri Lanka. It drew on Fredrickson’s Broaden-and-Build Theory of Positive Emotions and recommended creating opportunities for learners in ESL classrooms to frequently experience positive emotions (PEs). Frequent experiences of PEs help reduce learners’ LA and develop their resilience, which is crucial for thriving as an English speaker in a country with a complex relationship with English.
The findings of this study have significant implications for policymakers, curriculum planners, university administrators, and ESL teachers in managing ESL learners’ LA. By implementing the low-anxiety classroom model in state universities in Sri Lanka, teachers can expect to foster a more relaxed, safe, and supportive environment for ESL learners to speak English. This, in turn, can help enhance their English-speaking skills and improve their chances of employability after graduation.