Navigating Foreign Language Anxiety within Multilingual Learning Environments in the Digital Age: Insights from Students in an Indonesian Pesantren
DOI:
https://doi.org/10.31849/ar7hv481Keywords:
Digital Learning, Foreign Language Anxiety, Multilingualism, Pesantren, Sociocultural theory, Technology Acceptance Model (TAM)Abstract
Although increasing attention has been given to foreign language anxiety (FLA) in conventional classroom settings, limited research has explored how students in Islamic boarding schools (pesantren) navigate multilingualism and manage FLA in digitally mediated learning contexts. This study addresses this gap by investigating how students in an Indonesian pesantren experience and respond to FLA while engaging in public speaking and English language learning in multilingual environments shaped by religious values and digital technologies. Using a qualitative case study design, data were gathered from seven participants through online observations and semi-structured interviews. Thematic analysis, guided by sociocultural theory, was employed to investigate how learners manage anxiety and develop language competence. Moreover, Technology Acceptance Model (TAM) was employed to examine students’ perceptions of digital tools, focusing on perceived usefulness and perceived ease of use, which influence how learners engage with technology to support language learning and manage anxiety. Findings reveal that structured preparation, spiritual practices, and digital self-study collectively reduce anxiety and foster confidence. Furthermore, the pesantren setting—featuring bilingual systems, peer collaboration, and teacher support—significantly contributes to meaningful language learning. In addition, digital technologies enhance vocabulary acquisition when used both ethically and intentionally. The study offers new insights into the complex intersection of faith, technology, and foreign language learning within Islamic educational settings.
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