An Exploration of German Language Anxiety Among Female Students at Federal University Dutse, Jigawa State

This study explores foreign language anxiety as experienced by female undergraduate students learning German at Federal University Dutse, Jigawa State, in the North West geopolitical zone of Nigeria. Language anxiety, defined as a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning, has been identified as a significant negative predictor of foreign language achievement. Research on language anxiety in Nigerian northern university contexts, and specifically among female learners, remains limited. The study employs a mixed-methods design, administering the Foreign Language Classroom Anxiety Scale to 120 female German language students and conducting follow-up focus group interviews with 20 participants who scored in the high-anxiety category. Quantitative data are analysed using descriptive statistics and correlation analysis, while qualitative data are subject to thematic analysis. Findings reveal high levels of anxiety related to speaking in front of peers, making errors in front of the teacher, and being called upon unexpectedly in class. Anxiety levels are positively correlated with avoidance behaviours and negatively correlated with class participation rates. The study recommends anxiety-reduction strategies including low-stakes oral practice activities, teacher training in emotionally supportive pedagogy, and the physical restructuring of classroom environments to reduce evaluative pressure. Keywords: language anxiety, German language, female students, Federal University Dutse, Jigawa State.