Language Anxiety and Environmental Anxiety: A Comparative Study of Student Narratives

• Liby P Job

  Assistant Professor, Department of Linguistic Studies, Yenepoya (Deemed to be University), Bangalore, India

  Author

Students today navigate complex emotional pressures influenced both by academic demands and global environmental uncertainty. In English language learning contexts, language anxiety (LA) commonly emerges through fear of judgment, test-related stress, and challenges in communication, while environmental anxiety (EA) arises from concerns about ecological decline and uncertain energy futures. This study investigates how undergraduate students articulate these two forms of anxiety through reflective journals and semi-structured interviews, offering a comparative understanding of their emotional experiences. Using a narrative inquiry approach, the research identifies shared patterns such as self-doubt, avoidance behaviours, and a perceived lack of control, while also highlighting the unique triggers that distinguish LA from EA. Language anxiety tends to stem from performance pressures, linguistic insecurity, and classroom dynamics, whereas environmental anxiety is shaped by large-scale ecological concerns, media messaging, and feelings of individual powerlessness. By examining the intersections and divergences in these student narratives, the study emphasizes the need for pedagogical approaches that support emotional well-being, encourage confidence in communication, and foster ecological awareness. The findings suggest that integrating empathetic teaching practices with climate-focused educational strategies can contribute to more holistic, responsive learning environments. This research adds to emerging interdisciplinary conversations linking language education, emotional affect, and energy humanities by foregrounding student voices at the centre of academic and ecological stress.

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