Overcoming Barriers: Addressing Social and Language Anxiety Among English Language Learners in Social Welfare Residential Degree Colleges

Social and language anxiety are critical factors that influence the language acquisition process, especially in settings where students are learning English as a second or foreign language. In the context of social welfare residential degree colleges, where students often come from marginalized communities, these anxieties can have a profound impact on their academic performance, self-esteem, and overall educational experience. Social welfare residential degree colleges typically cater to students from disadvantaged backgrounds, offering them opportunities to pursue higher education in a supportive environment. However, despite the supportive structure, students in these institutions often face unique challenges, including heightened social and language anxieties.

This study investigates the impact of social and language anxiety on English language learners (ELLs) in social welfare residential degree colleges. These institutions cater to students from marginalized communities, who often face heightened levels of anxiety due to their socio-economic backgrounds and the challenges of learning English as a second language. The research examines how these anxieties influence language acquisition, academic performance, and social interactions within the college environment. The study also explores potential strategies for alleviating these anxieties, with the aim of improving educational outcomes and fostering a more inclusive learning environment. Findings suggest that targeted interventions can significantly reduce anxiety levels, thereby enhancing both language proficiency and overall academic success among ELLs in these settings.