Foreign Language Anxiety and Online Engagement During the COVID-19 Pandemic: a Comparison Between EMI and FMI University Students

Even though foreign language anxiety (FLA) has been studied in second online learning more generally (Fondo & Jacobetty, 2019; Hurd, 2007; McNeil, 2014; Pichette, 2009), there is a lack of research on how FLA may affect university students’ academic engagement while studying through L2 English/French as medium instruction. The present study explored the effects with during COVID-19 pandemic. We surveyed 91 students English instruction (L2 EMI) and 76 French FMI) at universities Costa Rica, using two adapted scales for measuring student learning. Students were also asked what can do to support those who suffer from FLA. conducted exploratory factor analyses used multiple linear regressions explore whether affected their Results regression suggest that EMI, positively influenced coming rural area engagement. For FMI, had significant positive influence engagement; however, did not seem significantly Additionally, mentioned need support, mainly via better organized contexts psychological support. Overall, results showed experienced it