Language Teaching Research Quarterly

The aim of this paper is to investigate whether Indonesian master’s students in UCL IoE (University College London Institute of Education) experience foreign language anxiety in classes conducted in English and if so, identify what kinds of anxiety they experience. A considerable number of studies have been carried out to investigate students’ anxiety in various contexts. A growing interest, however, has been to investigate EFL learners’ anxiety where they learn English as a subject (Anandari 2015; Mak, 2011; Elaldı, 2016) and in English-speaking contexts where they learn English through formal instruction (Humphries, 2011).Although the FLA of non-native students studying subjects other than English has been addressed (see Cheng & Erben, 2012), attention to this specific context is relatively scarce at present. This study uses a quantitative design which data collection involved FLCAS (Foreign Language Classroom Anxiety Scale), a questionnaire developed by Horwitz, Horwitz, and Cope (1986). The questionnaire was adjusted with the context being studied considering the different nature of participants in Horwitz et al.’s (1986) original study and in the present study. Seven participants, all of whom were on the second term of their master’s study, were examined. Unlike the results presented in many previous studies about language anxiety, the results of this study indicate that Indonesian master’s students in UCL IoE have significantly low level of anxiety. Although the participants reported a considerably low level of anxiety, around 50% defined two factors as being anxiety-provoking: communication apprehension, and the fear of being less competent than other students