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 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 A STUDY OF ADOLESCENTS’ ANXIETY AND ACHIEVEMENT IN ENGLISH AS A FOREIGN LANGUAGE

2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Ridha Fadillah
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Language ◽  
Communication Apprehension ◽  
Significant Negative Correlation ◽  
Language Anxiety ◽  
Second Grade ◽  
Male And Female ◽  
English As Foreign Language ◽  
The Difference

This paper aims at investigating whether there is relationship between students’ anxiety and students’ achievement in English as a foreign language among adolescents at Sekolah Menengah Umum Negeri 1 Banjarbaru, South Kalimantan. The sample was 152 students of sixteen and seventeen years old at second grade. The results indicate that the students’ anxiety in learning English as foreign language is at moderate level. There is no significant relationship between English language anxiety and students’ achievement in English as a foreign language as a whole. But a significant negative correlation between test anxiety and students’ achievement is indicated. And the difference of English language anxiety between male and female occurred on communication apprehension, it shows that female is more apprehensive than male in English communication but for overall anxiety, there is no difference in English language anxiety by gender at second grade in this school.

scholarly journals How Fear Affects EFL Acquisition: The Case of “Terminale” Students in Cameroon

2021 ◽  
Vol 3 (4) ◽  
pp. 63-70
Author(s):  
Solange SWIRI TUMASANG
Keyword(s):  
Secondary Students ◽  
Communication Apprehension ◽  
Participant Observation ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
Language Class ◽  
High Level

Despite the growing interest in investigating and exploring potential causes and the manifestation of language anxiety amongst EFL learners, the potential sources of this complicated phenomenon have not been widely researched and identified in the Cameroonian context. Horwitz and Young (1991, P.14) state, “we have been truly surprised at the number of students who express anxiety and distress in their language class”. This paper sets out to investigate the potential causes of fear, its manifestation and the possible recommendation to salvage this problem that significantly affects EFL acquisition in final year secondary students of the French subsystem (Terminale) of education in Cameroon. The theoretical framework for this study is the foreign language anxiety scale as established by Horwitz et al. (1986). Data collection involves participant observation and a questionnaire administered to 100 students. The findings revealed that Cameroonian EFL learners experience a very high level of fear, ranging from communication apprehension and fear of a negative evaluation. The conclusion points out that fear is due to the non-mastery of basic structures and therefore questions the appropriateness of the approach used in teaching EFL in Cameroon. The paper proposes possible strategies to effectively teach EFL that will reduce language anxiety and promote self-confidence in the learners. Fighting against erroneous beliefs such as “C’est Dieu qui donne l’anglais” (English is a gift from God) will also help students get more implicated in learning English.

scholarly journals FACTORS CAUSING FOREIGN LANGUAGE ANXIETY (FLA) IN SPEAKING

2018 ◽  
Vol 2 (2) ◽  
pp. 46-57
Author(s):  
Alheru Akbar ◽  
Dedi Sofyan ◽  
Indah Damayanti
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Education ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Study Program ◽  
Quantitative Design ◽  
Academic Year

This research attempted to find out the factors causing foreign language anxiety in speaking. This research was  carried out by employing descriptive quantitative design. The population of this research was the third semester students of English Education Study Program of University of Bengkulu in academic year 2017/2018. The samples of this research were taken by using total sampling tehcnique, i.e 79 students. The data were collected by questionnaire consisted of 29questions related to the anxiety. The results of this study showed that the students mostly had the anxiety. There were three factors that causing the anxiety of the students in speaking; Test Anxiety (Mildly Affected; Mean Score: 3.09), Fear of Negative Evaluation (Mildly Affected;Mean Score: 3.00), and Communication Apprehension (Mildly Affected; Mean Score: 2.90). In conclusion, there were three factors that causing the student’ anxiety in speaking, and the most dominant factors is the Test Anxiety.  In addition, from the test anxiety, it was found that mostly students were afraid of the consequences failing their speaking class

scholarly journals Foreign Language Anxiety in Saudi Classroom: A Case Study of Saudi Tertiary Female Students in Prince Sattam University

2017 ◽  
Vol 10 (5) ◽  
pp. 28
Author(s):  
Asjad Ahmed Saeed Balla
Keyword(s):  
Foreign Language ◽  
English Proficiency ◽  
Communication Apprehension ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Saudi Students ◽  
Great Fear ◽  
Major Factors ◽  
High Level

This paper investigates the level of anxiety due to learning English as a foreign language. It tries to answer these questions: 1-Is anxiety a factor in hindering English proficiency? 2-Does anxiety lead to fear of communication? 3- Which type of anxiety is high among tertiary level female Saudi students? The Foreign Language Anxiety Classroom Scale (FLACS) used as an instrument. The data was collected and statistically analysed through SPSS. This paper revealed that anxiety was one of the major factors that impeded English proficiency. Besides, anxiety also caused fear of communication among the students. Furthermore, it was found that the learners had got a high level of communication apprehension that hindered their contact with their teachers and others. This was followed by test anxiety in which the students expected to fail their test. Students showed great fear of test as they feared to be negatively assessed by teachers, this fact had created great anxiety that influenced their attitudes and behaviour as well.

scholarly journals Online learning - Global Challenges and Opportunities for Students in Higher Education amid the COVID-19 Pandemic: The Libyan Context

2021 ◽  
Vol 3 (2) ◽  
pp. 159-164
Author(s):  
Abdelbasit Gadour
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mode Of Delivery ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
Students Attitudes ◽  
Changing Times ◽  
High Level

The spread of COVID-19 has had psychological effects on higher education students globally reflected in high level of anxiety associated with worries of failing to complete their studies (Holmes et al., 2020; Sawahhel, 2020). Due to COVID-19 all universities in Libya were closed for ten months causing a massive impact and leaving about quarter a million students without education. However, during this period some universities took preventive measures and maintained functioning from a distance. An attempt was made in this study to explore higher education students’ attitudes toward online learning and appreciate more the advantages and challenges associated with online learning. Of the 100 questionnaires sent out to university students, 58 responded back of whom 40 undergraduate and the remaining postgraduate students. The results of this study suggested that students are more interested in conventional way of learning in favour of face-to-face communication with tutors and peers as opposed to remote learning. For online learning to be successful in Libya, universities ought to upgrade their educational mode of delivery making the learning contents and assessment more desirable and responsive to the needs of the changing times. Furthermore, students must be technically and financially supported with unlimited access to internet.

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. 

scholarly journals An examination of digital footprint awareness and digital experiences of higher education students

2019 ◽  
Vol 11 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Yeşim Sürmelioğlu ◽  
Süleyman Sadi Seferoğlu
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Education Students ◽  
Digital Footprint ◽  
Information And Communication ◽  
Change Period ◽  
High Level ◽  
Research Show

Rapid changes are occurring in life owing to information and communication technologies. During this change period, digitalidentities have begun to emerge. These identities are associated with actions that users perform in online environments. Adigital footprint is formed with these actions. The purpose of this study is to determine the digital footprint awareness anddigital footprint experiences of higher education students. In order to collect data for the study, researchers developed adata collection tool titled ‘A survey for digital media use’. The study group consisted of 508 higher education students from41 Turkish universities. Data were collected through an online-form where participation was on a volunteer basis. Thefindings of the research show that students have a high level of digital footprint awareness ( x = 4.251) and a low level ofdigital footprint experience ( x = 1.907).Keywords: Digital footprint, digital footprint awareness, digital footprint experiences, higher education students.

scholarly journals TEST ANXIETY AS A PREDICTOR OF ACADEMIC DISHONESTY AMONG UNDERGRADUATES IN TERTIARY INSTITUTIONS IN KOGI STATE

2021 ◽  
Vol 9 (10) ◽  
pp. 1080-1087
Author(s):  
Abuh Leonard ◽  
◽  
David Okpanachi ◽  
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Academic Dishonesty ◽  
Self Report ◽  
Cognitive Test ◽  
Simple Linear Regression ◽  
Education Students ◽  
Subjective Test ◽  
Tertiary Institutions ◽  
Cognitive Test Anxiety

Academic dishonesty is a critical educational concern across all educational levels in the world. The trend is pervasive among higher education students and undermines human and national developments. This study examined academic dishonesty among students in tertiary institutions in Kogi State, Nigeria, based on their subjective test anxiety. One hundred and thirty-seven undergraduates participated in the study. The students were approached between July and September 2021, and they completed self-report measures of the Cognitive Test Anxiety Scale and the Academic Dishonesty Scale. The data were analyzed using a simple linear regression model. The finding revealed that test anxiety accounted for 56.2% of the variation in academic dishonesty. Our result supports literature indicating a link between test anxiety and academic dishonesty among higher education students. We recommend that a simulation exercise is vital in preparing students for assessments.

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