Language anxiety in an Algerian multilingual tertiary context

The study investigates English language anxiety among Algerian university undergraduates within a multilingual context where Arabic, Tamazight (Amazigh), French, and English coexist. In Algeria, Arabs typically speak Arabic as a mother tongue, while Amazigh people generally speak both Tamazight and Arabic; Tamazight became an official language in 2016, and English has recently been introduced in primary schools. Reports suggest students often experience fear and anxiety in oral communication in foreign languages, hindering participation and performance. Addressing a gap in research—particularly post-2016 regarding ethnicity and proficiency—the study focuses on the roles of ethnicity (Arab vs. Amazigh), English proficiency, and academic major in shaping English language anxiety. Research questions: (1) To what level do Algerian undergraduate students experience anxiety when using English? (2) What is the most common anxiety factor among Algerian undergraduate students when using English? (3) Are Algerian undergraduate students’ anxiety levels statistically different by major, language proficiency, or ethnicity?

Foreign language (FL) anxiety is a multifaceted construct linked to psychological and emotional factors, complicating its assessment. Early studies struggled to relate anxiety to FL proficiency due to measurement issues. Following Horwitz et al. (1986), core dimensions include communication anxiety (apprehension about interacting with others), fear of negative evaluation/negative experiences (concern about others’ judgments and avoidance of evaluative situations), and test anxiety or fear of failure (performance anxiety arising from fear of failing). High communication anxiety can produce physiological symptoms and avoidance of interaction. Empirical work has associated communicative anxiety with overall FL anxiety (e.g., Manipuspika, 2018; Nakamura et al., 2020), while test anxiety has been shown to correlate with FL anxiety and impact performance (Aydin & Uştuk, 2020; Cakici, 2016). Fear of negative evaluation also contributes to FL anxiety (Aydin, 2008; Shabani, 2012; Riasati, 2011). Anxiety is now viewed dynamically, interacting with various personal and contextual resources (Macintyre, 2017; Gregersen, 2020). Prior research has produced mixed results across majors and proficiency levels, with some studies finding higher anxiety in non-language majors or at certain proficiency stages. Few studies have examined ethnicity or multilingualism effects in the Algerian context, especially after Tamazight’s official recognition, motivating the current investigation.

Design: Descriptive quantitative study assessing English language anxiety levels and dominant anxiety factors, considering ethnicity (Arab vs. Amazigh), English proficiency (intermediate vs. advanced), and university major (applied, human, natural sciences). Participants: N=471 first-year undergraduates (233 men, 238 women; ages 19–24) from the University of Oran 1 Ahmed Ben Bella and University of Oran 2 Mohamed Ben Ahmed. Majors: Natural Sciences (N=144, 30.6%), Human Sciences (N=152, 32.3%), Applied Sciences (N=175, 37.2%). Native language: Arabic (N=307, 65.2%) or Tamazight (N=164, 34.8%). All were multilingual, speaking at least Arabic plus French, Tamazight, and English to varying degrees. English was a basic subject in all curricula. Self-rated proficiency: Participants rated listening, speaking, reading, and writing in Tamazight, Arabic, French, and English on a 1–10 scale. Group averages indicated highest proficiency in Arabic, high in French, lower in English; Amazigh students outperformed Arab students in French and English and were strongest in Tamazight; Arabs scored lowest in Tamazight. Instrument: Adapted Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz et al., 1986; Santos et al., 2015), plus demographics (gender, age, language proficiency, major, ethnicity) and self-ratings in four languages. Because participants were not EFL majors and to target real-life use, classroom-specific items were excluded and replaced with everyday situations (e.g., ordering food, giving directions). Three items tapped prior English-learning experiences. Original scale had 24 items; after validation and item removal, the final instrument comprised 23 items across three factors: communicative anxiety (8 items), fear of failure (12 items), and negative experiences (3 items). Responses used a 5-point Likert scale. Validity and reliability: Content validity checked by five experts; a new item was added to negative experiences: “I feel worried about leaving unfavorable impressions on others.” Pilot with 70 students: Cronbach’s alpha = 0.771; square root of alpha = 0.878. Exploratory factor analysis (principal components with varimax rotation): KMO = 0.761; Bartlett’s test significant (Chi-square = 3200.950; p = 0.001). Item 19 (“I get nervous when I do not understand all the words”) was removed for loading < 0.40. Final 23 items loaded on three components. Reliability and construct validity (CFA): Cronbach’s alphas − Communicative anxiety α=0.758, Fear of failure α=0.736, Negative experiences α=0.743; Composite Reliability (CR) = 0.799, 0.795, 0.766; AVE = 0.577, 0.590, 0.640, respectively; discriminant validity satisfactory. CFA fit indices: χ²/df = 4.416, CFI = 0.912, TLI = 0.904, GFI = 0.900, AGFI = 0.902, NFI = 0.905, RMSEA = 0.070. Data collection and analysis: Ethical approval obtained; informed consent secured; confidentiality assured. Data collected during the second semester of 2021–2022 by three lecturers over 3 months; 471/495 questionnaires returned. Analyses conducted in SPSS 22 and JASP, with tabulated reporting. ANOVA used to compare anxiety by proficiency level (intermediate vs. advanced), ethnicity (Arab vs. Amazigh), and major (applied, human, natural sciences).

• Overall anxiety level: Moderate for the cohort. Distribution (overall): High 32% (≥73), Moderate 65% (49–72), Low 3% (25–48).
• By factors (Table 4):
  • Communicative anxiety: High 33% (scores 30+), Moderate 59% (19–29), Low 8% (8–18) – the most prevalent domain.
  • Fear of failure: High 32% (45+), Moderate 61% (29–44), Low 7% (13–28).
  • Negative experiences: High 2% (13+), Moderate 36% (8–12), Low 62% (3–7).
• Proficiency effects: Advanced English proficiency associated with lower anxiety than intermediate proficiency. Descriptives (overall means):
  • Arabs: Intermediate M=78.00 (SD=12.54); Advanced M≈74.99 (SD=11.13).
  • Amazigh: Intermediate M=77.61 (SD=11.26); Advanced M=74.19 (SD=10.42). Domain means similarly lower at advanced levels (e.g., communicative anxiety Arabs: 28.47 vs. 26.46; Amazigh: 27.20 vs. 25.75).
• ANOVA results: Participants with intermediate proficiency experienced more anxiety. Main effects across groups reported as significant with large F values (e.g., F=6342.458; p≤0.01; F=1607.517; p≤0.01; F=2235.780; p≤0.01; F=2748.475; p<0.01). There was a significant interaction between ethnicity (Arab vs. Amazigh) and proficiency (intermediate vs. advanced): F=3.979; p=0.049.
• Ethnicity: Arab students reported higher anxiety than Amazigh students; multilingualism (speaking more languages) appears associated with reduced anxiety.
• Major differences (Table 7): No significant differences among majors in communicative anxiety (F(2,468)=0.549; p=0.578) or negative experiences (F(2,468)=0.927; p=0.396). Fear of failure differed significantly across majors (F(2,468)=3.593; p=0.028), with Human Sciences showing higher mean fear of failure than Applied or Natural Sciences. Overall, majors did not differ significantly in total anxiety levels.

Findings address the research questions by showing Algerian undergraduates experience moderate English language anxiety, with communicative anxiety as the dominant factor, followed by fear of failure and negative experiences. This underscores communication as a central challenge in multilingual contexts and aligns with foundational work (Horwitz et al., 1986; Koch & Terrell, 1991). Anxiety levels decreased with higher English proficiency, indicating that improved skills mitigate anxiety and facilitate participation. Ethnicity mattered: Amazigh students tended to be less anxious than Arab students, suggesting that greater multilingual exposure (Arabic, Tamazight, French) and associated cultural-linguistic capital may buffer against anxiety. Although majors showed no overall differences in anxiety, fear of failure varied by major, implying specific curricular or evaluative practices may influence test-related concerns. The results contribute to dynamic views of anxiety by highlighting how proficiency and sociolinguistic background interact to shape learners’ experiences. Pedagogically, strategies that promote advance preparation, increased practice, and supportive group work can reduce communicative pressure and fear of negative evaluation. The study informs educators and policymakers about the need to tailor support considering ethnicity and proficiency to enhance communicative competence and reduce anxiety.

The study measured English language anxiety among 471 multilingual Algerian undergraduates, examining ethnicity, proficiency, and major. Overall anxiety was moderate; communicative anxiety was the most prominent domain, followed by fear of failure and negative experiences. Higher English proficiency was associated with lower anxiety. Amazigh students reported lower anxiety than Arab students, suggesting that broader multilingual experience may reduce anxiety. There were no significant overall differences in anxiety across majors, though fear of failure differed by major. The findings can guide university administrators and educators to implement programs and classroom practices aimed at reducing anxiety and improving communicative competence. Future work should broaden samples and methodologies to better understand how demographic and contextual variables shape language anxiety.

• Validity scope: Predictive validity was not assessed; analyses focused on structural validity (Cronbach’s alpha, CR, AVE, discriminant validity) and CFA fit.
• Limited demographics: Did not analyze differences by gender, age, or prior exposure to the four languages.
• Sampling and generalizability: Participants were from two universities and three majors; results may not generalize to all Algerian students.
• Methodological scope: Single-method (survey) design; adding interviews and classroom observations could enhance depth and credibility.
• Future research: Include more diverse majors and institutions; examine additional demographic moderators; further probe ethnicity effects (particularly for the underrepresented Amazigh group) and the role of multilingualism in modulating anxiety.