Adaptive Practices for Xenoglossophobic (Foreign Language Anxiety Learners)

AUTHOR(S)

MARIELLE JEAN SADORRA, RYAN JAYSON DELOS REYES, JHEANIELLA ALCAZAR MARIFE ABAN, MARIDEL BLANCO, and JAENA MAE VIERNES

ABSTRACT

—— Adaptive practices refer to the ability of the learners to adjust and modify behaviors, actions, or strategies based on changing circumstances inside a foreign language classroom. This study is a sequential-explanatory design that was employed in this study. The respondents are the 3rd year students from Bachelor of Science in Tourism Management (BSTM) enrolled in the Advance Nihongo as their foreign language course. They were tested using the Foreign Language Classroom Anxiety (FLCA) Scale in determining respondents with moderately high level of anxiety. The determined respondents were examined through their lived experiences and adaptive practices as xenoglossophobic. Language mastery, communication apprehension, foreign activities, and personal motivation were the factors resulted among the respondents from learning a foreign language. In relation to the respondents’ experiences, there are three adaptive practices found namely: memorization, comprehension, and interlingualization. The enumerated lived experiences hindered their success in learning from foreign language anxiety and coping these through their adaptive practices that would help them decrease their being xenoglossophobic. This research endeavor would contribute and help the students to the advancement of knowledge and enhancement of comprehension about xenoglossophobia across diverse linguistic contexts. Keywords: foreign language anxiety, xenoglossophobia, adaptive practices, foreign activities, interlingualization