French Language Learning Anxiety Among University Students in Delta State

Foreign language learning anxiety is a well-established affective variable with demonstrated negative effects on learner performance, engagement, and long-term language retention. Despite its significance, its manifestation among Nigerian university French learners has been investigated in only a limited number of published studies. This study examines foreign language anxiety among undergraduate French students at Delta State University, Abraka, using Horwitz, Horwitz, and Cope's Foreign Language Classroom Anxiety Scale as the primary measurement instrument. A descriptive survey design was employed, with 195 first through fourth year French students completing the adapted anxiety scale and a supplementary background questionnaire. Results indicate high levels of anxiety related to oral communication tasks, particularly impromptu speaking and error correction in front of peers. Test anxiety was also significant, particularly among first year students transitioning from secondary school French instruction. Anxiety levels correlated negatively with academic performance across year groups, confirming the debilitating function of anxiety in this context. Male students reported significantly higher communication anxiety than female counterparts, contrary to patterns reported in some European studies. The study recommends creation of low-anxiety classroom environments through collaborative learning structures, teacher encouragement of risk-taking, and explicit learner training in anxiety management strategies. Counselling support specifically addressing language anxiety should be integrated into French department student welfare services. Keywords: language anxiety, French language, university students, Delta State, affective factors