EXPLORING THE EFFECTS OF EMBEDDEDNESS- EMANATION FEMINIST IDENTITY ON LANGUAGE LEARNING ANXIETY: A CASE STUDY OF FEMALE ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS IN HIGHER EDUCATION INSTITUTIONS OF KARACHI

Abstract

This study explores the intricate relationships among Embeddedness-Emanation Feminist Identity (EEFI), Language Learning Anxiety (LLA), and EFL Students' Self-efficacy (EFLSE) among undergraduate English students. Utilizing a quantitative approach, the study conducted surveys on 380 students across four public universities in Karachi, Sindh, Pakistan. The findings revealed a significant and positive correlation between EEFI and LLA (Std. Beta = 0.45), suggesting that individuals with strong feminist beliefs may experience heightened apprehension when learning new words or language constructs. This outcome aligns with existing research indicating that students with robust feminist convictions exhibit increased sensitivity in learning environments. Furthermore, the study identified that LLA positively contributed to the enhancement of EFLSE (standard beta = 0.3). This contradicts some prior studies but underscores how overcoming language-related challenges can foster self-confidence. Lastly, a robust association was observed between self-efficacy in learning English as a foreign language and feminist identity (standard beta = 0.35). This implies that belief in one's ability to learn correlates with the strengthening of gender equality perspectives. This study contributes to a better understanding of how personal identity and psychological factors work together in educational settings, particularly in the context of learning diverse languages. The findings highlight the importance for educators and curriculum designers to consider these aspects when creating inclusive and supportive learning environments. Future research should explore these connections in diverse cultural settings and over extended periods.