Language proficiency differences in second language learning anxiety

Nur Atikah Binti Noor Rashid(1), Asnadia Binti Alias(2),
(1) Kolej Komuniti Kota Tinggi  Malaysia
(2) Politeknik Sultan Mizan Zainal Abidin  Malaysia

Corresponding Author
Copyright (c) 2018 Nur Atikah Binti Noor Rashid, Asnadia Binti Alias

DOI : https://doi.org/10.29210/120182255

Full Text:    Language : en
Submitted : 2018-12-02
Published : 2018-12-15

Abstract


In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS).  The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.


Keywords


language proficiency, second language, language learning anxiety, Malaysian polytechnics

References


Burns, N. & Grove, S.K. (2003). Understanding nursing research. 3rd Ed. Philadelphia: Saunders Company.

Daly, J. A., & Friedrich, G. (1981). The development of communication apprehension: A retrospective analysisof contributory correlates. Communication Quarterly, 29, 243-255. In Robert G. Powell & Dana L. Powell. (2010). Classroom Communication and Diversity: Enhancing Instructional Practice. New York: Routledge.

Dulay, H., & Burt, M. (1977). Remarks on creativity in language acquistion. In M. Burt, H. Dulay & M.Finnochiaro (Eds.) Viewpoints on English as a Second Language (pp. 95-126) New York: Regents.

Elfil, M., & Negida, A. (2017). Sampling methods in Clinical Research; an Educational Review. Emergency, 5(1), e52.

Ellis, R. (1994). Second Language Acquisition. NY : Oxford University Press.

Fraenkel, L., Peters, E., & Hart, P.S. (2011). Informing patients the influence of numeracy, framing, and format ofside effect information on risk perceptions. Medical Decision Making, 31 (3): 432-436.

Güliz Özütürk & Cigdem Hursen (2013). Determination of English language learning anxiety in EFL classrooms. Procedia - Social and Behavioral Sciences, 84, 1899 – 1907.

Hakan Karatasa, Bulent Alcia, Mehtap Bademcioglub & Atilla Erginc (2016). An investigation into universitystudents’ foreign language speaking anxiety. Procedia - Social and Behavioral Sciences.232, 382 – 388.

Hamidah Yamat & Farinaz Shirani Bidabadi (2012). English language learning anxiety among Iranian EFLfreshman university learners. Research Journal of Applied Sciences. 7 (8): 413-420.

Hazian Ismail, Aida Fazlin And Norkatyniy Ismail (2013). Anxiety in using English as a medium ofcommunication among semester 1 Politeknik Kuala Terengganu students. Diges Jabatan Pengajian Politeknik. Kementerian Pendidikan Malaysia.

Horwitz, E. K. (1986). Preliminary evidence for the realibility and validityof a foreign language anxiety scale. TESOL Quarterly, 20, 559-564.

Horwitz E. K. (2010). Foreign and second language anxiety. Language Teaching, 43, 154-167.Horwitz, E. K.,

Horwitz, M. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125- 132.

Jafar Mohammad Batiha, Noorizah Mohd Noor & Rosniah Mustaffa(2016). Speaking anxiety among English as a foreign language learner in Jordan: Quantitative research. International Journal of Education and Research.Vol. No. 10.

Krashen, S. D. (1981). Second language acquisition and second language learning. CA: Pergamon Press.

Krashen, S. D. (2009). Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.

Lau S. M. & Nurhazlini Rahmat. (2014). English language writing anxiety among final year engineering undergraduates in University Putra Malaysia. Advances in Language and Literary Studies, Vol. 5, No. 4.

MacIntrye, P. D. (1995). How does anxiety affect second language learning? A reply to Spark and Gashow.TheModern Language Journal, 79 (1), 90-99.

MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 32, 251-275.

MacIntrye, P. D., & Gardner, R. C. (1991). Methods and results in the study of foreign language anxiety: Areview of the literature. Language Learning, 41 (1), 283-305.

MacIntyre, P.D., & Gardner, R.C. (1994). The effects of induced anxiety on cognitive processing in computerised vocabulary learning. Studies in Second Language Acquisition, 16, 1-17. In Robinson, Peter (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Pappamihiel, N.E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, Volume 36: The Florida State University.

Price, M.L. (1991). The subjective experiences of foreign language anxiety: interview with anxious students. In.E.K. Horwitz & D.J. Young (Eds.). Language Anxiety: From Theory and Research to Classroom Implications (pp.101-108). Englewoods Cliffs, NJ: Prentice Hall.

Ridha Fadillah (2010). A study of adolescents’ anxiety and achievement in English as a foreign language. Jurnal Ilmu Bahasa Dan Sastera. Volume 5, No. 1.

Robert G. Powell & Dana L. Powell (2010). Classroom communication and diversity: Enhancing instructional practice. New York: Routledge.

Robinson, Peter (2002). Individual differences and instructed language learning. Amsterdam: John BenjaminsPublishing Co.

Sparks, R.L., Ganschow, L. (1991). Foreign language learning differences: affective or native language aptitude differences? Modern Language Journal, 75, 3-16. In Robinson, Peter (2002). Individual Differencesand Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Sparks, R.L., Ganschow, L. (1993a). The impact of native language learning problems on foreign languagelearning: Case study illustrations of the linguistic coding deficit hypothesis. Modern Language Journal, 77,58-74. In Robinson, Peter (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Sparks, R.L., Ganschow, L. (1993b). Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning. Modern Language Journal, 77, 289-302. In Robinson, Peter (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Strevens, Peter (1965). Papers in language & language teaching. London: Oxford University Press.

Tobias, S. (1979). Anxiety research in educational psychology. Journal of Educational Psychology, 71, 573-582.In Robinson, (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Tobias, S. (1980). Anxiety and instruction. In Robinson, Peter (2002). Individual Differences and InstructedLanguage Learning. Amsterdam: John Benjamins Publishing Co.

Tobias, S. (1986). Anxiety and cognitive processing of instruction. In Robinson, Peter (2002). Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins Publishing Co.

Wan Zumusni Wan Mustapha, Noriah Ismail, Deepak Singh Ratan Singh & Suhaidi Elias@Alias (2010). ESLstudents communication apprehension and their choice of communication activities. ASEAN Journal ofTeaching and Learning Higher Education. 2(1): 22-29.

Yvonne Jain & Gurnam Kaur Sidhu (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia - Social and Behavioral Sciences, 90, 114 – 123.


Article Metrics

 Abstract Views : 54 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Nur Atikah Binti Noor Rashid, Asnadia Binti Alias

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.