Non-English Majored Students’ Perspectives on Self-Regulatory Strategies for Foreign Language Classroom Anxiety

Recognizing the pervasive influence of foreign language classroom anxiety (FLCA) on the trajectory of language learning, this comprehensive study delves into the specific self-regulatory strategies (SRSs) employed by non-English majored students in Vietnam. The investigation adopts the theoretical lens articulated by Guo et al. (2018) to frame the understanding of how these students navigate and manage their anxiety within the English language classroom context. The study utilized a mixed-methods research. The quantitative phase involved administering questionnaires to a large sample of 400 students, yielding statistical data on the frequency and perceived effectiveness of various self-regulatory strategies. Complementing this, the qualitative phase gathered rich, nuanced insights through semi-structured interviews with a subset of 20 students, allowing for a deeper exploration of their personal experiences and coping mechanisms. The findings reveal that students primarily rely on avoidance and affective strategies, such as emotional regulation and distraction, to cope with anxiety, while metacognitive strategies, like planning and self-monitoring, and social strategies, including seeking peer or teacher support, are less frequently utilized. This indicates potential areas for improvement, particularly in helping students develop stronger task management skills and more effective peer interactions to better regulate their learning processes. The results underscore the importance of encouraging learners to engage in metacognitive reflection and fostering a classroom environment that supports open communication and collaboration. Such an environment empowers students to identify the sources of their anxiety, adjust their study methods, and seek assistance when needed, thereby enhancing their self-awareness and self-regulatory capacity. By promoting these strategies, educators can help students reduce anxiety, increase learner autonomy, and improve overall language acquisition outcomes. This study thus offers a valuable contribution to the broader field of affective factors in second language learning and provides direct, practical implications for teaching practices in the Vietnamese EFL context and other similar global educational settings where FLCA significantly impacts learner engagement and performance.