scholarly journals English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia

2020 ◽  
Vol 4 (1) ◽  
pp. p9
Author(s):  
Olivia Eloise James ◽  
Mansour Amini ◽  
Mojde Yaqubi
Keyword(s):  
Foreign Language ◽  
Coping Strategies ◽  
English Language ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Positive Thinking ◽  
Structured Interviews ◽  
Main Research ◽  
English Students ◽  
Basic English

The level of foreign language anxiety and the factors leading to the English anxiety level among English students were explored using a sequential mixed method with semi-structured interviews and survey. The interview was the main research tool to learn about students’ coping strategies in dealing with English language anxiety, while the survey was aimed to provide additional information to support the qualitative data. The questionnaire and the interview questions were adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The participants of the study (11 interviewees and 33 questionnaire respondents) were selected purposively from the “Basic English” of a private university students in Malaysia. Analysis of the findings revealed that the students’ of Basic English were “slightly anxious” because of Fear of Negative Evaluation (m=3.16), “slightly anxious” about Communication Apprehension (m=3.07), “slightly anxious” about tests (Test Anxiety, m=3.02), and “not very anxious” about being in the Basic English class (m=2.9). Therefore, overall, the students were “slightly anxious”. The most common coping strategies used by Basic English students were “enquiring friends and lecturer”, “referring to sources such as Google and dictionaries”, “self-helping”, “self-motivation”, “positive thinking”, “shifting focus”, “doing revision”, “listening and understanding”, “self-reflect”, “trying to perform”, “calming down”, “acceptance, exercise”, “taking time to think”, “entertainment”, and “land laugh back to hide embarrassment”. Language educators are advised to prioritize their students’ social and emotional needs by removing or lessening the obstacles and challenges that the students go through when learning English by creating relaxed and non-threatening setting for the teaching and learning.

scholarly journals English Language Anxiety of Tertiary Level Learners in Bangladesh: Level and Sources

2021 ◽  
Vol 14 (11) ◽  
pp. 49
Author(s):  
Abdullah Al Mamun
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Language ◽  
Negative Attitude ◽  
Principal Component ◽  
Peer Pressure ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Tertiary Level

The prime objectives of this study were to unveil the level of anxiety and the sources of English language anxiety of the tertiary level students of Bangladesh. Through a questionnaire survey using Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986), the study found that most of the tertiary level learners have high anxiety of English as a foreign language. Based on an exploratory factor analysis with principal component analysis and varimax rotation (Kaiser Normalization), a four-factor (communication anxiety, comprehension and test anxiety, fear of negative evaluation, and lack of anxiety) solution emerged. Following a close analysis of the EFA and other established valid models, the study found that six components, namely, speaking anxiety, fear of negative evaluation, peer pressure/social-image anxiety, comprehension-related anxiety, negative attitude towards class, and test anxiety were the main sources of anxiety, which need to be addressed for alleviating the anxiety of the students.

scholarly journals Understanding Basic English Users’ Classroom Interaction: A Case Study

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 30-44
Author(s):  
Ximena Rocío Contreras-Espinosa ◽  
Karen Michell Villamizar-Mantilla
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Public University ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Language Classroom ◽  
Basic English

This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information of the participants’ perspectives about the importance of interaction when learning a new language. With these instruments, it was also possible to find the types of interaction that occurred between the participating teacher and students in the observed foreign language classroom. The findings reveal five different interaction patterns that emerged depending on its purpose, who started them, when they occurred, and how they were given.

Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety

2013 ◽  
Vol 41 (3) ◽  
pp. 411-419 ◽  
Author(s):  
Po-Chi Kao ◽  
Philip Craigie
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Coping Strategies ◽  
Coping Strategy ◽  
English Language ◽  
Foreign Language Learning ◽  
Positive Thinking ◽  
Learning Anxiety ◽  
Language Learning Anxiety

In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the participants used most often when they were experiencing foreign language learning anxiety. Use of the coping strategy of positive thinking was also the strongest predictor of all coping variables of a lower level of foreign language learning anxiety. The results also revealed that resignation contributed to higher levels of foreign language learning anxiety than did use of other coping strategies. Results in the current study have implications for both teachers and students to become more aware of the relative efficacy of different coping strategies.

scholarly journals An Empirical Investigation of Foreign Language Anxiety in Pakistani University

2017 ◽  
Vol 7 (2) ◽  
pp. 21 ◽  
Author(s):  
Illahi Bux Gopang ◽  
Sanaullah Ansari ◽  
Ume Kulsoom ◽  
Abdullah Laghari
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
English Language ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Focus Group Interviews ◽  
Pedagogical Strategies ◽  
Learning And Teaching ◽  
Group Interviews

This study aimed to investigate foreign language anxiety at tertiary level in Pakistan. It adopted a mixed methods approach. Firstly, foreign language anxiety scale was employed as a research tool for data collection. In addition, the focus group interviews were also conducted to have in depth understanding of anxiety under investigation. Data were randomly collected from 100 participants (Male= 94; Female= 6) from different disciplines who were enrolled to learn English at Lasbela University, Baluchistan. The findings of this study indicate anxiety of participants in learning English language. Specifically, participants were reported more anxious in test anxiety which was rated high by students with total (Mean= 40.5; SD= 7.00), second, communication apprehension is rated with (Mean= 28.8; SD= 5.22) and last but not least is fear of negative evaluation with (Mean= 23.7; SD= 5.93). In focus group interviews, this study frequently recorded some factors such as poor academic background, fear of taking tests in English, fear of making mistakes and fear of evaluation from teachers which maximize the level of anxiety among the participants. This study suggests some pedagogical strategies which may be considered learning and teaching practices at university level education. Among the strategies, most frequently discussed in interviews were teachers should create rapport among students especially with those who are inactive and passive in learning classroom and they should respect students’ feelings and emotions in front of other peers in class These strategies tend to help teachers to minimize anxiety level of participants in classroom. 

scholarly journals Level of Language Anxiety in Classroom among Students in a Higher Education Institute in Malaysia

2021 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Fatimatul Amirah Najla binti Mohd Zawawi ◽  
Ali Hadi Al-Aidaros
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Quantitative Method ◽  
English Language ◽  
Communication Apprehension ◽  
Moderate Level ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Education Students ◽  
High Level

The study aims to identify Higher Education students' level of language anxiety in the classroom. Moreover, the study also investigated the Higher Education Institute students' level of anxiety in each of the components in English language. 236 students from a Higher Education Institute participated in this study. The quantitative method has been used in this study and a set of questionnaire was adapted from FLCAS that was developed by Horwitz et al. (1986). For the finding, the study found that Higher Education Institute students have moderate level of language anxiety. Therefore, the study also revealed that the Higher Education Institute students have a moderate level of language anxiety in the test anxiety component and fear of negative evaluation component. On the other hand, Higher Education Institute students' have a high level of language anxiety in the communication apprehension component. The current study could help future educators to acknowledge more on language anxiety and help educators to find a good solution for these students.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Praxis medica ◽  
2020 ◽  
Vol 49 (1-2) ◽  
pp. 23-27
Author(s):  
Marina Malobabić ◽  
Ivana Nešić ◽  
Vesna Jokanović
Keyword(s):  
Coping Strategies ◽  
Great Part ◽  
Self Esteem ◽  
Demographic Variables ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Older Students ◽  
Testing Situation ◽  
Language Classroom ◽  
Different Types

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

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