Dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates
Abstract
Proficiency in English in developing countries like Pakistan is considered a passport to a high-paying job and to belonging to the elite. However, despite learning English from primary school, Pakistani university students still lack confidence or feel hesitant when speaking English. Thus, the current study examined the dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates. The data were collected from 30 undergraduates through semi-structured interviews. Following the Vygotskian sociocultural theory, the data were analyzed through thematic analysis. The results revealed that most of the students’ anxiety is exacerbated by societal expectations, in-class presentations, peer pressure, lack of preparation, and speaking with someone of higher status. On the other hand, supportive and friendly teachers, class discussion, compliments from teachers, group discussion, and talking with teachers outside the classroom alleviate the learners’ anxiety. These patterns highlight the worth of a mediated, feedback-rich classroom interaction which is in line with dynamic assessment (DA) principles. In terms of practice, the research points to the incorporation of DA-oriented mediation (scaffolding, guided prompts, and supportive feedback) in speaking tasks and teacher development as a way to alleviate the fear of negative evaluation and encourage participation in undergraduate English as a second language (ESL) classrooms.