Exploring Cultural Expectations, Linguistic Discrimination, and Language Learning Anxiety: A Comparative Study of Bosnian and Arab Students in Bosnia and Herzegovina

Abstract

This research explores the impact of cultural expectations and linguistic discrimination on English as a Foreign Language (EFL) learning anxiety among Bosnian and Arab students in Bosnia and Herzegovina. Language learning anxiety, a critical aspect of language acquisition, is influenced by various factors, including cultural expectations and experiences of linguistic discrimination. The study compares the experiences of Bosnian and Arab students, delving into cultural nuances and discriminatory perceptions that shape their language learning journey. Through a qualitative research design, including semi-structured interviews and a comprehensive questionnaire, data were collected from 20 participants. The findings reveal distinctive patterns in the influence of cultural expectations on language learning attitudes and the negative impact of linguistic discrimination on students’ willingness to communicate - Bosnian students idealize native accents, while Arabic students seek native-like proficiency to avoid potential discrimination. Linguistic discrimination emerges as a significant source of anxiety, impacting students’ willingness to communicate and draining their motivation. This research contributes to the existing body of knowledge by addressing the gap of literature on the specific impact of cultural expectations and linguistic discrimination on EFL learning anxiety. The insights gained provide a foundation for developing culturally sensitive interventions to alleviate anxiety and enhance language learning outcomes.