Students’ Emotional Challenges in Learning English As A Foreign Language: A Thematic Analysis of Vocational School Students in Medan
Keywords:
emotional challenges; English as a Foreign Language; language anxiety; vocational school students; thematic analysisAbstract
This study investigates the emotional challenges experienced by vocational school students in Medan while learning English. Learning English as a Foreign Language (EFL) involves not only cognitive processes but also emotional experiences that significantly influence students’ language achievement. Emotional challenges such as anxiety, fear of making mistakes, and lack of self-confidence frequently hinder learners’ participation in language learning activities. The study adopts qualitative thematic analysis design involving 40 students from a vocational school. Data were collected through open-ended questionnaires and analyzed using thematic analysis. The findings revealed six major themes: Foreign Language Learning Experience (37.5%), Speaking Nervousness (20%), Fear of Mistakes (15%), Self-confidence (12.5%), Language Anxiety (10%), and Avoidance Behavior (5%). The most dominant theme was students’ foreign language learning experience, indicating that previous learning encounters strongly influenced learners’ emotions toward English. Speaking nervousness and fear of mistakes were also significant factors affecting classroom participation. The findings highlight the importance of creating supportive learning environments, promoting positive feedback, and implementing anxiety-reducing instructional strategies. The study contributes to the growing body of research on affective factors in EFL learning and provides practical implications for English teachers in vocational education contexts.
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