Learning foreign language is challenging, especially so without a proper learning approach to the language. Therefore, one should equip oneself with suitable language learning strategies. Teachers should be perceptive of different language learning strategies in learners and which strategies they benefit the most. This quantitative research is carried out to investigate how learners use cognitive and metacognitive strategies in learning French as a foreign language. The instrument used in the study is a survey adapted from Wenden and Rubin (1987). 189 respondents were purposively chosen to answer the survey. The survey has 3 main sections: demographic profile, 19 items on Cognitive components and 11 items on the use of Metacognitive self-regulation. The findings of this study revealed that both cognitive and metacognitive strategies were adopted by students in learning French. Harmonious balance was observed between both strategies. Cognitive strategies were often used for rehearsal, elaboration, followed by organisation and then critical thinking. For metacognitive strategies were used often in planning and self-evaluation. This is then followed by monitoring. For future research, different learning strategies used by learners in learning a foreign language, especially in a specific learning context can be analysed to attain a more comprehension results.

Learning a foreign language can be challenging to many students. Having to familiarize oneself with an entirely new language and culture is not an easy task to do. This causes anxiety among learners while attending foreign language lessons. Thus, this study is done to investigate the causes of the students' anxiety upon learning foreign language. 120 respondents from a public university in Malaysia composed of three different French class levels participated in answering this survey. Adapted from Horwitz, Horwitz, and Cope (1986), the survey includes communication apprehension, test anxiety and negative evaluation as tools to measure student's anxiety scale. The survey revealed that the three tools mentioned above are certainly causing learners to be anxious during foreign language lessons. Findings from this quantitative research also projected students' anxiety scale through means score accordingly with negative evaluation coming as the highest total mean of 3.25. In the face of students' profound anxiety, educators' role is crucial in minimizing students' worry so that it will not affect students' study.

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Fear of foreign language learning can stem from the learners, the instructors and also the activities planned. Learners learning anxiety can be increased or decreased depending on the learning environment they are in. Instructors play an important role to allow maximum learning to take place. Activities planned for language learning can facilitate or hinder learning. This study investigates the fear of foreign language learning among undergraduates. The instrument is rooted from Horwitz (1986) survey on Foreign Language Communication Apprehension Survey mirrored onto (Olsson & Phelps, 2007) Social Fear of Learning. 902 respondents were chosen to answer the survey Data is collected via goggle form online and analysed using SPSS version 26. To reveal the frequency of the responses. Findings is presented in the form of mean scores. The findings for this study revealed interesting information about fear of foreign language learning. Sadly, fear foreign language learning can begin the classroom through direct learning. Some activities may seem normal to one class but may add anxiety to another class. Contribution/ Originality:This study contributes to the existing literature of foreign language learning anxiety. However, it links language learning anxiety to the theory of social learning of fear which means fear is derived from social means. Learners' interaction with the surrounding can either facilitate or hinder language learning.

Learning a foreign language can be fun for a lot of learners, however, it can also be traumatic for many learners. Countless times, when they are anxious in the classroom, they choose to remain silent and passive. This study aims to detect the fear factors, motives, and challenges of learning a foreign language among learners from three different disciplines: business, social sciences, and science and technology at a public university in Malaysia. It adopted a quantitative method using a survey instrument adapted from Horwitz, Horwitz and Cope (1986). Data were collected from 100 participants (Male=50; Female=50) who were enrolled to learn French and were purposely chosen to represent the population. Data collected through questionnaires were analyzed using statistical analysis. The findings of this study indicated the participants experienced apprehension due to their own self-related psychological, self-perceptions, and beliefs. Above all, their personality traits and perceived psychology contribute to their anxiety level. It is reported that the three perceived psychological barriers like communication anxiety, fear of negative evaluation, and test anxiety are the major fear factors. This study suggests some pedagogical strategies which may be considered learning and teaching practices at tertiary level education. The findings will assist both learners and educators to be more conscious of foreign language anxiety to overcome this perturbing issue.