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Abstract
English has become the primary language of science, engineering, and technology, making proficiency in English essential for technical higher education students (Crystal, 2003; Jenkins, 2014). Despite formal instruction in English for Specific Purposes (ESP), many engineering students experience foreign language anxiety (FLA), which can impede participation, oral communication, and overall academic performance (Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1991). Understanding FLA in technical contexts is crucial for designing effective ESP curricula and instructional practices that support learners’ professional and linguistic development.
This study investigates the nature, sources, and effects of FLA among first-year engineering students at Kokand State University. A mixed-methods design was employed, combining the Foreign Language Classroom Anxiety Scale (FLCAS) to quantify anxiety levels (Horwitz et al., 1986) with semi-structured interviews to explore students’ perceptions and experiences. A total of 38 participants from multiple engineering specializations took part in the study.
Quantitative findings indicate moderate to high levels of FLA, with communication apprehension emerging as the most prominent component, followed by fear of negative evaluation and test anxiety. Qualitative analysis revealed key sources of anxiety, including limited prior communicative experience, concerns about peer judgment, challenges with technical vocabulary, and classroom instructional practices.
The study offers practical implications for ESP curriculum design, classroom activities, and assessment practices in technical higher education, emphasizing the importance of low-anxiety, collaborative, and scaffolded learning opportunities. These findings contribute to the growing literature on FLA in ESP contexts, particularly among technical students in Central Asia, and highlight the need for anxiety-sensitive pedagogical approaches.
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