Analysing Environmental And Psychological Factors Of Foreign Language Anxiety In Uzbek Higher Educational Context

Abstract

This article examines the environmental and psychological factors that contribute to foreign language anxiety among undergraduate EFL learners in the Uzbek higher educational context. Foreign language anxiety is considered a serious affective barrier that can limit students’ classroom participation, oral performance, self confidence, and overall language development. Using a qualitative research design, the study is based on a semi structured interview with an undergraduate student who had experienced anxiety while learning and using English at university. The interview data were analysed through thematic analysis in order to identify recurring patterns related to the causes of anxiety. The findings reveal that foreign language anxiety is shaped by both learner-related and classroom-related factors. The main psychological factors include fear of making mistakes, fear of negative evaluation, low self-confidence, and comparison with more proficient classmates. Environmental factors include repeated negative classroom experiences, strict teacher behaviour, and harsh or excessive correction of students’ errors. The study suggests that teachers play an important role in either reducing or increasing learners’ anxiety. Therefore, creating a supportive, respectful, and low-anxiety classroom environment is essential for encouraging students to communicate more freely in English. Although the study is limited to one participant, it provides useful insights into how foreign language anxiety may develop in Uzbek higher education and offers pedagogical implications for EFL teachers.