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 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 Foreign language classroom anxiety among English for Specific purposes (ESP) students

2018 ◽  
Vol 18 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Marian Amengual-Pizarro
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
English For Specific Purposes ◽  
Degree Programs ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
University Degree

This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.

scholarly journals The Impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University

2020 ◽  
Author(s):  
Elsadig Mohamed Khalifa Gawi
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Male Students ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Saudi Male ◽  
Classroom Anxiety

The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students’ performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a descriptive and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students’ performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students’ language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.

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 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 CAUSES AND STRATEGIES TO COPE ENGLISH LANGUAGE SPEAKING ANXIETY IN PAKISTANI UNIVERSITY STUDENTS

2021 ◽  
Vol 9 (3) ◽  
pp. 579-597
Author(s):  
Syed Qaiser Hussain ◽  
Naeem Akhtar ◽  
Nida Shabbir ◽  
Nazia Aslam ◽  
Samra Arshad
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Coping Strategies ◽  
Learning Process ◽  
English Language ◽  
Negative Attitude ◽  
Peer Pressure ◽  
Sampling Technique ◽  
Speaking Anxiety ◽  
Self Talk

Purpose of the study: This study aims to explore the possible causes of speaking anxiety among Pakistani university students in an engineering university in Karachi. Another aim of this study is to find out the strategies used by these students to cope with the anxiety they have while speaking English as a second or foreign language. Methodology: The research was qualitative and used an open-ended questionnaire to take the detailed responses of the participants. 80 (40 males and 40 females) participants were selected for this study using the purposive sampling technique. The researchers also translated the tool into the Urdu language to make it more intelligible for the participants. Main Findings: The causes of speaking anxiety were lack of confidence, vocabulary, fear of being ridiculed, peer pressure, facing a lot of people, rules of grammar, lack of preparation, fear of making mistakes, and negative attitude of the teacher and the coping strategies were avoiding the audience, taking help from teacher or peer, preparing well, taking deep breaths, facilitating anxiety, distracting the anxiety, self-talk/praise, restarting, physical movement, using humor and maintaining eye contact with only one person. Applications of this study: This study is useful for the teachers teaching courses related to speaking English as a second or foreign language. This study will help the teachers in tracing the explored elements of anxiety in a class in general and in a student in particular. They will try to mold their pedagogy to make the learning process more enjoyable and less anxious. Novelty/Originality of this study: The current study explores the elements of speaking anxiety in the Pakistani context. Earlier studies have implemented pre-invented tools rather than unearthing the anxiety-provoking elements. Hence, this study can be considered as an ice breaker when it comes to exploring the elements of speaking anxiety in the Pakistani context.

scholarly journals Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Anindyastuti Wardhani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Skill ◽  
Common Situation ◽  
Learning English

Foreign Language Anxiety (FLA) is a common situation happens in EFL classroom. This phenomenon usually causes the students’ anxiety while they are learning English. The previous study proved that language learners performed significantly better on oral foreign language if they were in less anxious situations. Students’ unwillingness for participating speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The objective of this research is to explore whether there is foreign language anxiety problem among Indonesian undergraduates in speaking class. The researchers collected and processed the data using Photovoice. The participants of this research were 14 undergraduate students in the 5th semester. The findings indicated that the students have anxiety during performing speaking activity in classroom. As the implication, teachers can facilitate the students by creating a conducive, comfortable, and non-threatening class to help alleviating the students' foreign language anxiety.

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 EXPERIENCES OF FILIPINO STUDENTS ACROSS THE FOUR MACRO SKILLS

2021 ◽  
Vol 5 (1) ◽  
pp. 254-264
Author(s):  
Gianinna Elaine Malapote Labicane
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Emotional Reactions ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Filipino Students ◽  
Remote Learning

Throughout the years, scholars have determined that foreign language learning is associated with negative emotional reactions rooted from communication apprehension, test anxiety, and fear of negative evaluation; a phenomenon more widely known as Foreign Language Anxiety (FLA), which has effectively hindered language learning for many students. Moreover, it does not help that the abrupt and drastic pedagogical transformations brought about by the COVID-19 pandemic in itself has proven to be stressful and anxiety-provoking for the learners. In this context, the aim of this study was to determine the foreign language anxiety experienced by Filipino learners in the remote learning setup. This mixed method study gathered data from 83 Filipino college students about their FLA experience across the four macro skills: reading, writing, listening and speaking amidst remote learning. Results revealed the participants experienced the highest level of anxiety with speaking. However, it must be noted that the fear of making mistakes and fear of negative evaluation can be observed across all the four macro-skills. Participants also struggle with opportunities to improve across the four macro skills due to the intermittent internet connection, inadequate resources, and limited interaction with their teachers and peers.

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