Hybrid Learning: A Qualitative Study Of Learners’ Anxiety In Language Classrooms

Abstract

This qualitative study investigates sources of foreign language anxiety among undergraduate
students in hybrid learning classrooms, with the aim of identifying factors that may cause or reduce anxiety
and understanding its impact on learning English as a foreign language. Purposive sampling was employed to
select participants from a Thai university where English is a compulsory subject. Semi-structured interviews
were used to collect data, which was analyzed using thematic analysis. The findings suggest that
psycholinguistic and socio-cultural factors in language learning and communication can induce English
language anxiety among EFL students in the classroom. The study highlights the need for English language
teachers to identify and understand these anxiety-provoking factors to create an anxiety-free learning
environment that supports students' English development.