The impact of english language use on anxiety, self-confidence, and the role of environment in first language use among Indonesian high school students: A mixed methods study

Abstract

This study explores the relationship between English language use, foreign language anxiety, self-confidence, and the role of the environment in shaping first language usage among Indonesian high school students. While English is increasingly emphasized in national education policy, many students struggle with psychological and sociolinguistic barriers that hinder their active participation, particularly in speaking skills. Using a mixed methods design, the study integrates quantitative data from secondary surveys involving students across five regions (Ambon, Toraja, Pontianak, Bengkulu, Yogyakarta) with thematic analysis of qualitative narratives from prior research.The quantitative findings indicate a strong and significant negative correlation between anxiety and self-confidence (r = -0.828, p < .001), but no significant relationship between English usage frequency and either anxiety or self-confidence. Moreover, no significant differences were found across regions. The qualitative data revealed three consistent themes: fear of negative evaluation, low self-perception of English proficiency, and lack of supportive environments. These findings suggest that emotional safety and social support are more crucial than frequency of use in shaping students’ confidence and willingness to communicate in English. This study highlights the need for emotionally supportive learning environments and pedagogical strategies that reduce language anxiety and foster self-efficacy. It also underscores the importance of acknowledging the role of first language in the transition toward second language acquisition. Implications for educators and policy-makers are discussed, with recommendations for integrating affective dimensions in English language teaching, especially in EFL contexts like Indonesia.