Japanese Language Learning Anxiety Among Students of the Department of Japanese Studies, University of Dhaka

Japanese language education in Bangladesh is emerging as an area of growing interest, yet the challenges associated with learning Japanese have received little scholarly attention. Existing literature on foreign language anxiety has primarily focused on English and other European languages, leaving a gap in understanding the factors influencing Japanese language acquisition in non-native contexts. Drawing on previous literature, this study investigates the role of perceived difficulty, fear of making mistakes, self-perception of language proficiency, and social factors in shaping language learning anxiety among students of the Department of Japanese Studies at the University of Dhaka. A mixed-method approach was employed, combining quantitative analysis through multiple linear regression with qualitative insights from focus group discussions analyzed thematically. Convenience sampling yielded a sample of 105 students for the quantitative component, while 15 students participated in the focus group discussions. The results revealed that perceived difficulty, fear of making mistakes, and self-perception of language proficiency significantly influences language learning anxiety, whereas social factors did not reach statistical significance. These findings underscore the need for targeted pedagogical strategies to reduce anxiety and improve language proficiency, contributing to a more nuanced understanding of foreign language anxiety in the context of Japanese language education in Bangladesh.