Abstract:
The rapid integration of digital technology in education has introduced new challenges, particularly for junior
high school students learning English. Technostress, defined as the stress caused by difficulties in adapting to
new technologies, has emerged as a significant factor affecting students' emotional responses in digital
learning environments. This study aims to explore the relationship between technostress and language learning
anxiety, focusing on Thai junior high school students. The research employs a quantitative explanatory design
using Partial Least Squares Path Modeling (PLS-PM) to analyze how various dimensions of technostress,
such as techno-anxiety, techno-overload, and techno-uncertainty, contribute to anxiety in learning English
across four skills: speaking, listening, reading, and writing. The findings indicate a significant positive
relationship between technostress and language learning anxiety, with techno-uncertainty and techno-anxiety
identified as the most impactful stressors. The study highlights the need for educators to minimize platform
switching, create error-friendly learning environments, and maintain consistent digital routines to reduce
anxiety. The results provide practical insights for developing more emotionally supportive digital learning
designs, ensuring that technology-based education is both effective and psychologically sustainable for young
learners.
