Causes and coping strategies of English language learning anxiety among secondary and higher secondary students in Dharmapur Union, Noakhali, Bangladesh
Kazi Mozammel Hoqu
Dr. Bashir Ahmed College, Sadar, Noakhali, Bangladesh.
https://orcid.org/0009-0008-8299-9343
Rakhi Das Gupta
Bangladesh Army University of Science and Technology, Saidpur, Nilphamari, Bangladesh.
https://orcid.org/0009-0001-1421-4451
DOI: https://doi.org/10.20448/gjelt.v6i1.8715
Keywords: Bangladesh, English language learning, Foreign language classroom anxiety, Higher secondary students, Noakhali, Secondary students.
Abstract
This research paper examines English language learning anxiety, causes, and healing factors among secondary and higher secondary students in selected institutions of Dharmapur Union, Sadar Noakhali, Bangladesh. Following the Foreign Language Classroom Anxiety framework and recent evidence from Bangladesh, the paper analyzes patterns of classroom anxiety, perceived causes, and coping strategies. The study uses a quantitative research structure, and its findings suggest a concerning situation in the locality (unexplored before) regarding the fact that both groups experience high anxiety at many stages of education, yet secondary students report stronger agreement with the anxiety statements than higher secondary students (mean item score 4.10 versus 3.53). In both groups, lack of confidence in vocabulary and grammar, exam pressure, and limited exposure to spoken English are found to be the most common causes. As coping strategies, teacher encouragement and positive feedback are reported as most helpful. The findings suggest that low-stakes speaking practice, supportive correction, and more structured oral opportunities may help reduce learning anxiety in local English classrooms.