Examining the key factors behind foreign language anxiety (FLA) in online teaching of English for Specific Purposes (ESP)

Abstract Though foreign language anxiety (FLA) has long been recognized as an important affective factor in second learning, its impact is worth studying new educational contexts of emergency remote teaching response to the COVID-19 outbreak. The present study examines key factors behind FLA online English for Specific Purposes (ESP). research was conducted among a sample 171 first-year undergraduate university students Economics & Business economics and Informatics at Juraj Dobrila University Pula, Croatia, during winter semester 2020/2021. instrument used 33-item questionnaire adapted from FLCAS scale (Horwitz et al., 1986) reflect ESP classroom environment. main results indicate that various background factors, such gender, self-assessed levels proficiency, length learning frequency use, significantly influence reported anxiety. Furthermore, establishes underlying structure FLA, with five positively correlated overall the. 01 level statistical significance: speech anxiety, evaluation comprehension environment, talking native speakers, lack motivation class attendance. Finally, multiple regression analysis shows aspects alongside variables gender pronunciation represent statistically significant predictors total learners. other independent are confirmed be unreliable predicting classroom.