Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives

Document Type : Research Paper

Authors

1 Department of English, Isf.C., Islamic Azad University, Isfahan, Iran.

2 Department of English, Isf. C., Islamic Azad University, Isfahan, Iran

Abstract

EFL teachers have encountered learners with xenoglossophobia for many years. This establishes the urge to shed light on the components of this complication. This study elucidated the constituents of this language related anxiety and the subsequent (mal)adaptive coping strategies employed by Iranian EFL learners. A comprehensive Systematic Literature Review (SLR) was conducted, incorporating 1119 qualitative and quantitative studies to identify the components contributing to this phobia. Subsequently, a series of focus group interviews were conducted with 96 Iranian EFL learners to gain insights into their (mal)adaptive xenoglossophobia regulating strategies. The components were validated through Exploratory Structural Equation Modeling (ESEM) using the developed scale for 349 available Iranian EFL learners. Also, the interviews were thematically analyzed. The findings indicated cognitive, emotional, behavioral, environmental, cultural, technological, and learning variables as significant contributors to this complication. Moreover, adaptive coping strategies included mindfulness, cognitive reframing, seeking support, and using Artificial Intelligence, ‘AI-driven chatbots’. Furthermore, maladaptive coping strategies were self-criticism, procrastination, absence or withdrawal, and disruptive classroom behavior. This study provides the key components of xenoglossophobia which may benefit EFL community members and educational psychologists. It is also beneficial to the formulation of targeted interventions aimed at advancing therapeutic approaches and counseling programs in clinical psychology.

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Main Subjects

References

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