ABSTRACT
This study investigated the level and sources of foreign language classroom anxiety among Thai learners of English as a foreign language at the university level. It also aimed to examine the difference between the level of foreign language anxiety and the student’s academic performance in English. The study followed an exploratory-sequential design. The data of 195 second-year students from the faculty of education at Nakhon Pathom Rajabhat University during the school year 2020–21 were gathered through an adapted Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire developed by Horwitz et al. (1986), their English class grades, and from an interview. The overall result showed that the Thai language learners had a moderate level of language anxiety in English and identified the fear of negative evaluation as a significant source of anxiety. Most Thai language learners performed better despite anxiety-provoking situations. There was a difference between foreign language anxiety levels and students’ academic performance in English. The findings indicate the importance of creating a positive classroom environment and developing teaching strategies to alleviate foreign language anxiety.
KEYWORDS
FLCAS, Language Anxiety, Foreign Language