Questions and Hypothesis:

1. How has the COVID-19 pandemic impacted the levels of anxiety and stress among
language learners, and what specific factors related to the pandemic contribute to
increased anxiety in language learning contexts?

2. How has the experience of the COVID-19 pandemic influenced language learners'
perceptions of their own abilities, motivation, and identity, and to what extent do these
changes vary across different cultural contexts?

3. What strategies have language learners utilized to manage heightened anxiety and
stress resulting from the COVID-19 pandemic?

4. How do changes in learning environments, such as the shift to online or hybrid

learning models due to COVID-19, affect the prevalence and intensity of language
anxiety, and what consequences do these changes have for language learning
outcomes?

Hypotheses:

1. The COVID-19 pandemic has resulted in elevated levels of anxiety and stress among
language learners, with factors such as social isolation, uncertainty about the future,
and disruptions to daily routines exacerbating existing language learning anxieties.

2. The experience of the COVID-19 pandemic will prompt shifts in language learners'
perceptions of themselves, with individuals from cultures that value interdependence
and communal support potentially facing greater difficulties in maintaining a positive
self-image due to disruptions in social connections and support networks.

3. Language learners may adopt coping strategies such as mindfulness practices, social
support networks, and self-regulation techniques to manage anxiety stemming from
the COVID-19 pandemic, and those who employ adaptive coping mechanisms are
expected to experience less detrimental effects on language acquisition and
performance.

4. The transition to online or hybrid learning methods necessitated by the COVID-19

pandemic has created new challenges for language learners, including technological
barriers, reduced opportunities for social interaction, and feelings of disconnection
from instructors and peers, resulting in increased levels of language anxiety and
potentially lower gains in proficiency compared to traditional classroom settings.
Introduction:

For a considerable time, anxiety and depression have been significant mental health issues for
students, influencing their academic success, social interactions, and overall quality of life.
With the advent of the COVID-19 pandemic, these concerns have been magnified,
transforming mental health conditions for students globally. The purpose of this article is to
explore how anxiety and depression have manifested in students pre- and post-COVID-19
emergence, offering an analytical comparison of the contributory elements in both scenarios
in five countries. By investigating the distinct stress factors and resilience methods pertinent
to each phase, the paper aims to illuminate the changing dynamics of student mental wellness
and advocate for specific intervention and support plans that resonate with the new challenges
faced by higher education students. The study aims to enrich our comprehension of how
environmental pressures, individual resilience, and mental health are interwoven for students
navigating through the post-pandemic educational landscape.
Literature:
Before the outbreak of the COVID-19 pandemic, students were already experiencing
considerable levels of stress and anxiety due to academic pressures, social dynamics, and
personal challenges. However, the pandemic has significantly transformed the educational
landscape, amplifying these existing issues and introducing new sources of stress. The switch
to remote learning, uncertainty regarding the future, and concerns about health and safety
have all contributed to heightened levels of anxiety among students. Moreover, disruptions to
daily routines, limited social interactions, and feelings of isolation have further influenced the
mental well-being of students. Additionally, the pandemic has exposed disparities in access to
resources and support systems, disproportionately impacting marginalized communities and
exacerbating pre-existing inequalities. As students navigate these unprecedented challenges,
there is an urgent requirement for comprehensive mental health support and resources to assist
them in managing the effects of the pandemic and fostering resilience in the face of adversity.
Thus, This section offers an overview of stress and anxiety experienced before and after the
pandemic of Covid 19, explaining their definitions and manifestations, as well as examining
different types and potential causes. It delves into the phenomenon of language anxiety, which
is rooted in the social and communicative aspects of language learning and affects cognitive,
emotional, and behavioural dimensions.
Students commonly grapple with stress and anxiety, intricately linked to academic
responsibilities, societal pressures, and individual expectations. The intensive demands of
coursework, approaching deadlines, and the quest for scholastic prowess are key factors
contributing to elevated stress levels. Furthermore, navigating social relationships and the
innate need to belong can intensify anxiety. The transition to tertiary education often entails
significant alterations in a student's life such as independent living, assimilating into new
settings, and forming part of novel social networks—all adding to their psychological strain.
In addition, students frequently encounter pressure to excel in their studies, fulfil societal
norms, and cement their vocational paths, fuelling anxieties about their own competences and
future trajectories. These stressors can translate into a range of manifestations from physical
ailments like headaches or digestive issues to emotional volatility and mental hurdles like
impaired concentration or indecision. In essence, stress and anxiety are multifaceted
challenges that intersect with many facets of students' lives, highlighting the need for
comprehensive measures to bolster their mental health.
Methodology:
This study utilizes a quantitative research design to examine the following variables: Health
Awareness, Exasperation, Stress-Related Anxiety and Depression, as well as Social Distress
and Informal Connections among adults from different countries during the period prior to
and after the Covid-19 pandemic.
Sample:
The sample consists of approximately 180 participants from various professional networks,
ensuring a diverse representation of individuals from different geographical locations and
cultural backgrounds. The participants are adults aged 18 years and above, which allows for a
comprehensive understanding of their diverse experiences across various age groups.
Instruments:
The structured questionnaire, which is the primary data collection instrument in this study, is
designed to evaluate the seven dimensions that participants experience. To ensure the
reliability and validity of the collected data, the questionnaire includes validated scales and
items adapted from existing literature on mental health assessment. The data analysis will
involve using descriptive statistics to summarize the characteristics of the participants and the
key findings. Additionally, inferential statistics such as correlations and regression analyses
will be utilized to examine the relationships between the variables of interest. By adopting a
quantitative approach, this study enables the exploration of the experiences of the variables
among a diverse sample of adults. Such an approach provides valuable insights into cross-
cultural variations and contributes to the development of targeted interventions and support
strategies aimed at promoting global mental well-being.