Anxiety in Online and Face-to-Face English Classes Amongst Japanese University Students During and After the COVID-19 Pandemic

Authors

DOI:

https://doi.org/10.54855/acoj.251619

Keywords:

anxiety, online, face-to-face, COVID-19, Japanese university students

Abstract

The COVID-19 outbreak in 2020 prompted a sudden transition from in-person to online education in Japan. This research examined English language learning anxiety in virtual versus traditional classroom settings among 105 Japanese university students at a national university in Ibaraki Prefecture between 2020 and 2023. Students completed surveys about their anxiety levels in both learning environments. Statistical analysis using t-tests showed no significant differences in anxiety between online and in-person classes. Analyses by gender and academic year also revealed no notable distinctions. While mean anxiety scores were slightly higher for traditional classes, female students, and third-year undergraduates, these differences were not statistically significant. The results indicate that foreign language anxiety continues to be a concern in both online and face-to-face English classes for these students during the 2020-2023 period. Additional research into factors affecting anxiety across different learning contexts is needed. This study provides initial evidence that the shift to online learning due to COVID-19 in 2020 did not significantly change anxiety levels for Japanese university students studying English through 2023.

Author Biography

Ronald Schmidt-Fajlik, Ibaraki University, Japan

Prof. Dr. Ronald Schmidt-Fajlik, originally from Canada, is currently an associate professor at Ibaraki University, Japan. With a career spanning more than three decades in English language education, he has acquired extensive experience across various educational contexts. He holds advanced degrees in English language teaching, including an M.Ed. and D.Ed. His academic pursuits encompass a wide range of topics within the field of language education. Prof. Schmidt-Fajlik has published numerous articles and contributed to textbooks, exploring diverse aspects of language pedagogy. His current research focuses on the intersections of technology, cultural factors, and affective variables in language acquisition and instruction.

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Published

27-01-2025

How to Cite

Schmidt-Fajlik, R. (2025). Anxiety in Online and Face-to-Face English Classes Amongst Japanese University Students During and After the COVID-19 Pandemic. AsiaCALL Online Journal, 16(1), 178–203. https://doi.org/10.54855/acoj.251619

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