Towards a classroom model for managing language anxiety of English as a second language learners in Sri Lankan state universities

Abstract

<p>Language Anxiety (LA) is a major factor for impaired performance of English as a Second Language (ESL) learners in state universities of Sri Lanka with negative implications for graduate employment. A review of literature suggests that sources of LA are specific to the psychological, academic and socio-cultural contexts of ESL learners. In the field of Second Language Acquisition (SLA), two distinct approaches based on mainstream psychology and positive psychology (PP) are recognized in handling LA. However, due to intricate, complex dynamics surrounding the English language in the Sri Lankan context, neither of these approaches alone can effectively account for the LA of ESL learners in Sri Lanka. Hence, by proposing an integration of approaches based on mainstream psychology and PP as the solution, this study examines sources of LA in ESL learners in Sri Lankan universities and seeks intervention strategies to lessen LA whilst simultaneously bolstering learner's resilience. This is achieved through a qualitative research design using four on-line data collection methods: (i) a questionnaire administered to English teachers" (ii) focus group interviews with students" (iii) in-depth interviews with teachers" and (iv) observations of selected classrooms. The study is intended to develop a contextualized, low language anxiety classroom model pertaining to ESL learners in state universities of Sri Lanka. The proposed model expects to advance understandings of LA in socioculturally complex contexts and contribute to reducing the high rate of graduate unemployment in Sri Lanka by producing graduates competent in English.</p>