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FEAR OF MISTAKES AND LANGUAGE ANXIETY IN MIDDLE SCHOOL STUDENTS: IMPACTS ON LEARNING AND MITIGATION STRATEGIES
SITALIYEVA ROZALIYA EDUARDOVNA
Master of Pedagogical Sciences, senior lecturer of the EP "Training of foreign languages and literature teachers". M. Utemisov West Kazakhstan University. Uralsk, Kazakhstan
GABDYRAKHIMOVA AINUR NURLANKYZY
4th year student of the EP "Foreign language: two foreign languages". M. Utemisov West Kazakhstan University. Uralsk, Kazakhstan
Annotation: Language anxiety and fear of mistakes are significant factors influencing middle school students' learning, particularly in second language acquisition (SLA) contexts. This article examines the psychological and pedagogical effects of these phenomena on 6th and 7th-grade pupils. It explores strategies that educators and parents can use to mitigate their impacts. The findings are based on recent research in education psychology and SLA, with a focus on creating supportive learning environments that foster confidence and resilience.
Key words: language anxiety, fear of mistakes, second language acquisition, middle school, learning strategies, education psychology.
As learners transition into middle school, they face new academic and social challenges. For students in 6th and 7th grades, these challenges often include grappling with fear of making mistakes and experiencing language anxiety, especially in language-focused subjects. This fear can negatively influence students' motivation, engagement, and overall academic performance. Understanding these phenomena and addressing them with evidence-based strategies is essential for educators and stakeholders.
Language anxiety, defined as the fear or apprehension experienced when using a foreign language, is a well-documented barrier to effective language learning [4]. Similarly, fear of mistakes, which stems from perfectionism or fear of social judgment, often inhibits risk-taking - a critical component of learning [3]. The interaction between these factors can create a cycle of avoidance, lower confidence, and reduced academic outcomes, especially during the formative middle school years.
Middle school students are particularly vulnerable to fear of mistakes due to developmental factors such as heightened self-consciousness and sensitivity to peer opinions. Mistakes are inherent to learning, but students who fear being wrong often avoid participation, leading to fewer opportunities for practice and feedback. This avoidance behavior may contribute to a fixed mindset, where students believe their abilities are static and unchangeable [1].
Fear of mistakes has a direct impact on academic performance, particularly in language subjects where fluency and accuracy require continuous trial and error. Research shows that students with high levels of fear are less likely to engage in speaking activities, which are critical for developing communicative competence [6]. In subjects like English as a Second Language (ESL), this avoidance can lead to stagnation in linguistic and cognitive development.
Language anxiety arises from multiple sources, including communication apprehension, test anxiety, and fear of negative evaluation [5]. For middle school students, the classroom environment often intensifies these stressors. Peer interactions, oral presentations, and public corrections can exacerbate feelings of inadequacy, particularly for students with limited proficiency.
Studies have shown that language anxiety negatively affects all four language skills: listening, speaking, reading, and writing [7]. For example, anxious students may struggle with auditory processing during listening tasks, misinterpret written instructions, or fail to produce coherent speech.
Furthermore, anxiety interferes with working memory, making it harder for students to process and retain new information [2].
Strategies to address fear and anxiety
• Creating a supportive classroom environment
A positive classroom climate is essential for reducing fear and anxiety. Teachers should foster an atmosphere of psychological safety, where students feel valued regardless of their mistakes. Techniques such as emphasizing growth over perfection, normalizing errors, and providing constructive feedback can help alleviate fear [1].
• Encouraging growth mindsets
Teaching students about the value of mistakes as learning opportunities can shift their perspective. For example, explicitly discussing the role of errors in brain development and learning can empower students to embrace challenges. Classroom activities that reward effort and improvement rather than outcomes further reinforce this mindset.
• Incorporating anxiety-reduction techniques
Evidence-based strategies such as mindfulness and relaxation exercises can help students manage their anxiety. Breathing techniques, visualization, and positive self-talk are practical tools that students can use before stressful tasks, such as oral presentations [3]. Additionally, gradual exposure to challenging activities, such as practicing speaking in pairs before presenting to the class, can build confidence over time.
• Leveraging Peer Support
Collaborative learning activities can reduce the individual pressure that often exacerbates anxiety. Group work, peer teaching, and paired dialogues allow students to practice language skills in a less intimidating setting. These interactions also foster a sense of community and shared responsibility for learning.
• Utilizing Technology
Educational technology offers innovative ways to address language anxiety. For example, language learning apps and online forums provide low-stakes environments for practicing skills. Tools like speech recognition software can give students immediate feedback without the fear of judgment.
Fear of mistakes and language anxiety are significant challenges for middle school learners, particularly in language subjects. These psychological barriers not only hinder academic performance but also affect students' overall confidence and motivation. However, with targeted interventions and a supportive learning environment, educators can help students overcome these obstacles. Strategies such as fostering growth mindsets, creating safe spaces for learning, and using collaborative and technological tools are essential for reducing fear and promoting resilience. By addressing these issues early, we can empower students to embrace learning as a dynamic, mistake-driven process.
REFERENCES
1. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
2. Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353.
3. Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570.
4. Horwitz, E. K. (2016). On the nature of communication apprehension. Routledge.
5. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
6. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
7. Zhao, J., Guo, Y., & Zhou, C. (2021). A meta-analysis of foreign language anxiety and its effect on learning outcomes. Journal of Language and Social Psychology, 40(1), 25-38.
