UNVEILING XENOGLOSSOPHOBIA: CONFIDENCE AND ITS EFFECTS ON FOREIGN LANGUAGE ANXIETY AMONG LEARNERS

Developing robust levels of self-esteem is a prerequisite in regulating levels of language anxiety and in cultivating an uplifting atmosphere in the foreign language learning classroom. Taking account of these affective factors is paramount for the strengthening of learner motivation, confidence, and success in acquiring the target language. The main objective of this study was to determine the levels of self-esteem and language anxiety among Criminology learners of Mandarin Chinese. Moreover, it tried to investigate the existence of a statistically significant correlation between the learners’ self-esteem levels and foreign language learning anxiety. This research study was conducted using quantitative method descriptive correlational research design. This study utilizes 46 active Criminology students enrolled in two sections of Mandarin Chinese as a Foreign Language class during the 2nd semester of AY 2023-2024. To realize the objectives of the study, the following well-established scales were utilized as instruments: The Foreign Language Classroom Anxiety Scale adapted from Horwitz et al. (1986) and the Self-Esteem Scale which developed by Rosenberg (1965). Findings revealed that Criminology students have high levels of self-esteem for themselves at the same time exhibiting high levels of foreign language anxiety or xenoglossophobia, indicating a significantly positive correlation. This elucidates the necessity of striking balance between foreign language anxiety and self-esteem in order to maximize language learning since foreign language anxiety is detrimental to performance in the target language. A classroom intervention program was devised to alleviate foreign language anxiety among learners.