English Teachers' Perceptions of the Impact of Clarification Requests on Students' Anxiety in Learning English

Abstract

This qualitative study investigates the English teachers’ perception of the impact of clarification requests on students’ anxiety in learning English. Four certified English teachers (20-26 years of teaching experience) from MTsN 2 Makassar were purposefully selected and interviewed using a semi-structured guide. The data were analysed with Miles and Huberman’s (1994) interactive model. The results showed two contrasting perceptions. Three teachers believed that clarification requests lessen anxiety because they enable students to self-repair, maintain participation, build confidence, and avoid face-threatening correction. In contrast, one teacher perceived clarification requests as anxiety-increasing because they result in reduced participation, communication pressure, and student withdrawal. Such differences in perception suggest that the emotional impact of clarification requests is not a function of the type of feedback per se but rather how teachers interpret, frame and deliver it. The study points to the significance of teacher professional development for enhancing affective awareness in addition to technical feedback knowledge.