Teachers’ and Students’ Attitudes towards Having Psycho Pedagogical Support to Decrease Stress and Anxiety Faced by EFL Learners.

Abstract

Throughout the academic journey at the university, EFL learners undergo constant stress and anxiety when performing different academic activities which may serve as an obstacle to their learning development. To address this issue, this research aims at exploring students and teachers’ attitudes towards having Psycho-Pedagogical Support as a solution to alleviate the problem of anxiety and stress for students of English at Mohammed Seddik Ben Yahia University. With respect to that, it is hypothesized that if teachers and learners perceive Psycho-Pedagogical Support as a necessity to reduce anxiety and stress faced by EFL learners, they would be in favour of having such a team within the academic staff. To test this hypothesis, a questionnaire was administered to (241) randomly selected students from all levels and an interview was carried out with (9) teachers. These research tools were used to gather data to examine the different sources and effects of learners’ anxiety and highlight learners and teachers’ attitudes towards Psycho-Pedagogical Support. The findings of this study stated the three main sources of learners’ anxiety at this department: tests, communication apprehension, and fear of negative evaluation. They also revealed the negative impact of anxiety on EFL learners and highlighted teachers and students’ positive attitudes towards Psycho Pedagogical Support