Features of Language Anxiety and Psychological Barriers of Non-Linguistic Students in the Process of Learning the English Language and Ways to Overcome Them

2021 ◽  
pp. 83-88
Author(s):  
Minigul Gaizullovna Iksanova ◽  
Elena Vladimirovna Krasilnikova ◽  
Natalia Valerievna Vorobieva
Keyword(s):  
English Language ◽  
Language Anxiety ◽  
Psychological Barriers

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

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 ‘I have only little English’: language anxiety of Filipino migrants with chronic disease

2016 ◽  
Vol 21 (6) ◽  
pp. 596-608 ◽  
Author(s):  
Della Maneze ◽  
Bronwyn Everett ◽  
Sue Kirby ◽  
Michelle DiGiacomo ◽  
Patricia M. Davidson ◽  
...  
Keyword(s):  
Chronic Disease ◽  
English Language ◽  
Language Anxiety ◽  
Filipino Migrants

scholarly journals Association between Oral Error Corrections of University Teacher and English Majors’ Language Anxiety in Philippine Higher Education Context

2020 ◽  
Vol 4 (2) ◽  
pp. 183
Author(s):  
Herford Rei Biscayno Guibangguibang
Keyword(s):  
Error Correction ◽  
English Language ◽  
English Teachers ◽  
Language Anxiety ◽  
Self Assessment ◽  
Chi Square ◽  
Mainstream Classrooms ◽  
Error Corrections ◽  
English Major ◽  
High Level

This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual one-hour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers’ students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chi-square tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is often used while explicit correction, recast, and repetition are only used sometimes by their English teachers.  Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers’ oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners’ anxiety in learning English. 

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