FOREIGN LANGUAGE ANXIETY IN EMI: NARRATIVE EXPERIENCES OF KAZAKHSTANI UNIVERSITY STUDENTS

Abstract

Foreign language anxiety is still a significant problem faced by learners in language learning. While researchers have studied this topic quantitatively, the number of studies that have analyzed how anxiety manifests itself in students' narrative stories remains small. This study aims to explore how FLA is interpreted by students through their narratives about their language learning using a narrative inquiry framework. The main thrusts of this study were to identify the key 5 narrative constructs, such as redemption, contamination, agency, communion, and meaning-making, and to compare self-identified higher and lower levels of English proficiency. A narrative inquiry design was used in the study, supported with students' structured narrative interviews from one Kazakhstani University in an EMI environment. A total of 22 students were interviewed, and their interviews were analyzed using thematic codes. The results show that students with higher language proficiency showed higher agency in their stories. However, contaminative tendencies were evident in participants of both levels, with lower levels showing this more often. Among the main problems that the students faced, problems with speaking, grammar difficulties, and public performances were identified. At the same time, support from teachers, peers, and relatives helped to keep students motivated. In conclusion, the study highlights the complex, story-based nature of FLA in the context of EMI, showing that anxiety is not simply a function of language proficiency, but is shaped by self-perception, emotional reactions, and social support. Theoretical significance of the research is that it applies the narrative identity framework to FLA, allowing a deeper exploration of this topic by identifying psychological aspects that may arise in language learning. Practically, our research suggests that teachers could create a supportive environment for students, where constructive feedback and peer collaboration are present, which, in consequence, may help to manifest more redemptive tendencies in learners' narratives.