مجلة الآداب والعلوم الإنسانية
Volume 19, Numéro 1, Pages 783-806
2026-06-11

Linguistic Anxiety Among Linguistics Students: Levels, Dimensions, And Demographic Correlates Post-linguistics Anxiety Scale



Authors : Koran Aziza .

Abstract

This study investigates the levels of linguistic anxiety (LA) among first-year preservice English language teachers enrolled in a foundational linguistics course at the University of Djilali Bounaama Khemis Miliana, focusing on three dimensions: Communication Anxiety, Test Anxiety, and Fear of Negative Evaluation. A total of 48 female students participated in the study, completing the Post-Linguistics Anxiety Scale (LAS) on a 7-point Likert scale. Descriptive statistics revealed that all three dimensions fall within the moderate range, with Test Anxiety showing the highest mean (M = 4.409), followed by Communication Anxiety (M = 4.305) and Fear of Negative Evaluation (M = 4.180). Reliability analysis demonstrated acceptable internal consistency for the overall scale (α = 0.799), although Test Anxiety had lower reliability (α = 0.213), suggesting potential heterogeneity in its items. Repeated measures ANOVA indicated no statistically significant differences across the three dimensions (F(2, 94) = 2.043, p = 0.135), confirming that moderate LA is consistently experienced across all dimensions. The findings highlight the importance of implementing anxiety-reduction strategies, such as structured practice, constructive feedback, and gradual exposure to oral tasks, to enhance students’ confidence and performance in linguistics courses.

Keywords

Communication anxiety, fear of negative evaluation, linguistic anxiety, students’ emotional responses, test anxiety

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