A Comparative Analysis of Foreign Language Anxiety Among Undergraduates During Classroom Assessments

Abstract Foreign language test anxiety among first-year BBA and BCA students in Surat, characterised by distinctive social and academic dynamics. The research aims to quantify anxiety, examine group-level differences, and assess how academic discipline affects language learners' reactions. Information was gathered from 264 undergraduates using the Foreign Language Classroom Anxiety Scale (FLCAS), which has been validated and evaluated by utilising descriptive statistical methods using IBM SPSS. Test anxiety is common; however, BBA students report lower levels than BCA students. The complex relationship between the field of study and learner affect was reflected in the identification of academic discipline as a critically important factor of anxiety variable. To encourage fairness and academic resilience in multilingual higher education contexts, this analysis fills a significant gap in geographical comparative research and gives practical insights for building discipline-specific educational strategies with customised anxiety-reduction techniques. Key Words: Foreign Language Classroom Anxiety, Course Differences, Classroom Test Anxiety, Academic Discipline Impact