Anxiety is a significant factor that can greatly impact the process of learning English as a foreign

language (EFL). Numerous studies have explored the role of anxiety in EFL learning environments,
shedding light on its potential causes, manifestations, and strategies to mitigate its effects. In the
context of your investigation into the problems of learning English as a foreign language among third-
year English students at ULSH University in Mali, a comprehensive examination of anxiety is essential.

One of the seminal works on anxiety in language learning is Horwitz, Horwitz, and Cope's (1986)
construct of foreign language anxiety (FLA). They define FLA as "a distinct complex of self-
perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the
uniqueness of the language learning process" (p. 128). FLA is believed to be a situational-specific
anxiety that arises from the unique challenges posed by language learning, such as communication
apprehension, fear of negative evaluation, and test anxiety.

Communication apprehension, a component of FLA, refers to the anxiety experienced in real or

anticipated communication situations (Horwitz et al., 1986). Learners may feel apprehensive about
their ability to comprehend others or express themselves effectively in the target language. This
anxiety can manifest in physical symptoms like sweating, palpitations, and a dry mouth (von Worde,
2003). As Woodrow (2006) notes, "Students with high levels of communication apprehension may
avoid or withdraw from classroom activities that require oral communication" (p. 310), hindering
their language development.

Fear of negative evaluation, another aspect of FLA, stems from the learner's apprehension about
being negatively judged by their peers or teachers for their language performance (Horwitz et al.,
1986). This fear can lead to excessive self-consciousness and a reluctance to participate in classroom
activities (Öztürk & Gürbüz, 2014). As Gregersen and Horwitz (2002) explain, "Students who are
overly concerned about how they will be perceived by others are likely to have higher levels of
anxiety, which can impair their ability to perform to their potential" (p. 562).

Test anxiety, the third component of FLA, refers to the anxiety experienced in evaluative situations,
such as exams or presentations (Horwitz et al., 1986). Learners may experience cognitive
interference, where anxiety impairs their ability to recall information or perform to their full potential
(MacIntyre & Gardner, 1994). Aydin (2008) found that test anxiety was a significant predictor of EFL
learners' performance, with higher levels of anxiety leading to lower scores.

Beyond the components of FLA, other factors can contribute to anxiety in EFL learning environments.
Language proficiency level has been linked to anxiety, with learners at lower proficiency levels often
experiencing higher levels of anxiety (Marcos-Llinás & Garau, 2009). Cultural factors, such as the
perception of English as a dominant language, can also contribute to anxiety, as learners may feel a
sense of cultural disparity or fear of assimilation (Pappamihiel, 2002).

Anxiety can have profound effects on EFL learners' performance, motivation, and overall language
learning experience. High levels of anxiety have been associated with lower proficiency levels,
reduced motivation, and a tendency to avoid or withdraw from language learning tasks (Horwitz,
2001; MacIntyre & Gardner, 1994; Öztürk & Gürbüz, 2014).

To mitigate the negative impacts of anxiety, various strategies have been proposed. Creating a
supportive and non-threatening classroom environment can help reduce anxiety levels (Young, 1991).
Instructors can also employ anxiety-reducing techniques, such as providing clear instructions,
promoting cooperative learning, and incorporating anxiety-management strategies into their teaching
(Horwitz, 2001; Öztürk & Gürbüz, 2014).

In conclusion, anxiety is a multifaceted phenomenon that can significantly impact EFL learning. By
understanding its components, causes, and manifestations, educators and researchers can develop
effective interventions to support learners and create a more conducive learning environment. In
your investigation, a thorough exploration of anxiety and its role in the challenges faced by third-year
English students at ULSH University in Mali will be crucial in identifying potential solutions and
fostering a more positive and productive language learning experience.