A Narrative Inquiry of Language Learning Anxiety for Indonesian Students Studying Overseas

Abstract

Studying abroad provides students with an excellent opportunity to broaden their perspectives, enhance their understanding of different cultures, and gain invaluable life experience. Learning a language is an important component of international education as it helps students adjust to new situations and participate in their social activities. However, learning in a new environment with an unfamiliar language often causes anxiety. This anxiety can be in the form of fear of making mistakes, anxiety about public speaking, or worry about language skills. The impact of language learning anxiety not only occurs in the classroom but also affects students' overall well-being, academic performance, and social integration. Therefore, the main reason why the researcher wanted to research the topic was to find out why language learning anxiety is common among students studying abroad. Using a narrative inquiry approach, this study aims to explore and understand the stories of Indonesian students studying abroad regarding their language learning anxiety experiences while in an academic environment abroad, identify what factors can contribute to reducing anxiety levels among students, and also identify what strategies or efforts students make to overcome anxiety in learning a foreign language. Data was collected through semi-structured interviews and analyzed using a grounded theory coding scheme. To collect narrative data, the researcher conducted multiple interviews using Zoom in two meetings, and each interview meeting took approximately 30 minutes. The findings of this study reveal that language learning anxiety has a significant influence on students' language learning process while studying abroad. The main sources of anxiety include the lecturer's inconsistent use of language, fear of making mistakes, and difficulty communicating. This anxiety hinders comprehension, presentation, and writing tasks, and leads to overthinking, reduced motivation, and social interaction, ultimately affecting confidence and academic performance. However, this can be mitigated through a supportive social environment, a good university role, and technology that supports learning. Furthermore, effective strategies to manage anxiety include incorporating appropriate learning methods, continuous learning, and support from self and others, which is essential in managing and reducing language learning anxiety. Based on the research findings, the teachers, lecturers, or universities could create a supportive environment where students feel comfortable participating in discussions without fear of making mistakes, providing feedback or motivation to students that can help them improve their language skills and build their confidence. Likewise, students can use personalized learning strategies that suit individual learning styles and preferences, practice with native speakers, increase vocabulary acquisition to improve comprehension, and utilize language-based technology to improve language skills and reduce anxiety. Exploration and investigation into the causes of anxiety, other factors, and coping strategies can be further explored in other studies by future researchers. Key words: narrative inquiry, language Learning Anxiety, international students.