Gender-differentiated manifestations of communicative language anxiety in the multilingual secondary educational context of the Basque Country
Bibliographic Data
| ID | 19225110 |
|---|---|
| Authors | Uxue Diez-Guiral (0000-0001-6996-210X, University of the Basque Country, corresponding author), Jon Altuna Urdín (0000-0002-1847-8083, University of the Basque Country), Alaitz Santos Berrondo (0000-0002-6620-5266, University of the Basque Country) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-05-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Multilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1479-0718 • E-ISSN: 1747-7530 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/14790718.2026.2676672 |
| OpenAlex | W7162427275 |
| Language | EN |
| References cited | 40 |
Research into affective factors in language learning has gained momentum as these factors are essential for language acquisition, student wellbeing, and mental health. Language Anxiety (LA), particularly Classroom Language Anxiety (CLA), affects students who face peer evaluation during communication. While gender influences language classroom dynamics, its role in CLA remains unclear and needs further investigation. This study examines CLA patterns across three gender groups (girls, boys, and non-binary students) and explores learners’ perceptions in the Basque Country's multilingual educational context. A mixed-methods exploratory study using a Convergent Parallel design was conducted, grounded in critical educational research. Participants included 495 students (aged 14–19) and 15 language teachers. Quantitative data were collected using a background questionnaire and the Communicative Language Anxiety Scale (CLAS), while qualitative data came from focus group interviews. Results show significant gender differences in students’ CLA experiences, shaped by linguistic and sociocultural factors. Findings reveal complex relationships between CLA and gender, language-specific patterns, and classroom dynamics that influence these experiences. The study highlights the need to incorporate queer perspectives, understand language anxiety through a gender lens, and implement supportive teaching practices that challenge traditional gender concepts in multilingual contexts. These findings offer important implications for language educators and policymakers
Anxiety · Context (archaeology) · Context effect · First language · Language acquisition · Language proficiency · Multilingual Education · Multilingualism · Sociolinguistics · EFL/ESL Teaching and Learning · Linguistics, Language Diversity, and Identity · Multilingual Education and Policy
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| Highly cited | No |
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