Language Anxiety and Its Impact on English Communication and Employability Among Non-English Background Students

Language anxiety has emerged as a significant barrier in the acquisition and effective use of English communication skills, particularly among students from non-English language backgrounds in developing regions. This study aims to investigate the extent to which language anxiety influences English communication proficiency and employability skills among undergraduate students in Ranchi, a Tier-2 city in India. The research adopts a mixed-method approach, combining quantitative data collected through structured questionnaires with qualitative insights obtained from interviews and classroom observations. A sample of undergraduate students from diverse academic disciplines was selected using stratified random sampling. Standardized scales were used to measure levels of language anxiety, communication competence, and perceived employability skills. The findings reveal a strong negative correlation between language anxiety and English communication proficiency, indicating that higher levels of anxiety significantly hinder students’ ability to express themselves effectively in professional contexts. Furthermore, language anxiety was found to indirectly impact employability by reducing confidence, participation in group discussions, and performance in interviews. Students with lower anxiety levels demonstrated better adaptability, clarity in communication, and higher placement readiness. The study highlights the urgent need for pedagogical interventions, including English for Occupational Purposes (EOP) training, confidence-building activities, and experiential learning techniques, to reduce language anxiety and enhance employability outcomes. The findings have important implications for curriculum designers, educators, and training and placement departments, particularly in Tier-2 and rural educational settings. This research contributes to the growing body of literature on language learning and employability by providing context-specific insights and practical recommendations for improving English communication skills among non-English background learners.