Encouraging a Fresh Start in English Learning for First-Year Japanese University Students with Language Anxiety
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Abstract
Many Japanese students enter university with lingering anxiety from their English learning experiences in high school, which often hinders their performance in university English courses. This paper presents a case study investigating the causes of language anxiety and exploring strategies to help first-year Japanese university students engage more positively with English learning and reduce their anxiety. Nine first-year students with English-related anxiety volunteered to participate in a one-month project aimed at restarting their English learning and enhancing their study strategies and self-study habits. This project began with focus group interviews to explore their perspectives on English and their learning-related anxiety. Participants then engaged in self-study over the one-month period, using new learning strategies provided by the author. Most participants scored higher than the class average on English review tests administered during the project. Post-project follow-up interviews revealed improvements in participants’ study habits and attitudes toward learning English. However, one participant, whose implicit beliefs about language learning differed from those of the others, showed little change. These findings suggest that early intervention programs supporting first-year students in their transition from high school to university can play a crucial role in encouraging a fresh start and fostering effective learning strategies. Given the small sample size, this exploratory study provides preliminary insights to inform future research.
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