Profiling English Language Learning Anxiety among Selected Rural Area Secondary School Students in Malaysia: A Case Study (Published)
Malaysians’ English proficiency is on a decline, and this phenomenon is extensively debated on its possible causes. With this come renewed interest towards English language anxiety as it is an internal factor of the learners which sometimes can be overlooked. An investigation was conducted on rural area secondary school students in Selangor, where the schools are already impeded by facility and resource deprivations. A total of 311 non-examination students from three different schools in Kuala Selangor, one of the rural areas in the state, were administered a questionnaire which adopted a composite of Foreign language anxiety surveys, measuring their level of anxiety towards the English language classroom according to the four language skills (reading, listening, speaking, writing). Results indicated students in the rural area secondary schools experience moderate to high levels of anxiety inside the English language classroom, in tandem with Horwitz, Horwitz and Cope (1986) definition and classification of Foreign Language Anxiety along with other pioneering works in the field. The result demonstrated the commonality of language anxiety across different demographic settings. By gauging the level of anxiety among rural area secondary school learners, targeted interventions can be implemented in order to reduce its effect on the students who already face limitations on learning resource and infrastructure.
Citation: Faizah Idrus and Tuan Muhammad Hanif Tuan Ab Hamid (2021) Profiling English Language Learning Anxiety among Selected Rural Area Secondary School Students in Malaysia: A Case Study, International Journal of English Language Teaching, Vol.9, No.1, pp.1-20
Nigerian Learners and the Global Language: Impediments In Pursue Of English as a Second Language (ESL) (Published)
This paper looks at the advent of English language in Nigeria, its role, and importance as well to the Nigerians and the country at large. It dwells on some of the factors hampering the Nigerian learners in learning the language despite its global acceptance as second language, social and economic value. Such factors include: mother tongue influence, overcrowding in classrooms, lack of qualified and sufficient English language teachers and technological advancement among others. The paper therefore suggests that English language classes should be reduced to the right teacher-learner ratio, more competent and adequate English language teachers should be recruited, English language teachers should possess and utilize the skills of modern hi-tech resources in teaching the language.
Causes of reading difficulties in English 2nd language in grade 4 at a school in Katima Mulilo circuit (Published)
Causes of reading difficulties in English as a second language have been a subject of discussion for a long time because of the interest it generates. Research has shown that mother tongue, to some extent, interferes with learning a second language. This study investigated the causes of reading difficulties in English as a second language at a school in the Katima Mulilo Circuit. The objectives of the study were to identify causes of reading difficulties in English as a second language among Grade 4 learners at a school in the Katima Mulilo Circuit and to find out how their reading ability in their home language influences their reading in English as a second language. The study employed a qualitative design because of the nature of the topic, i.e. to understand the causes of reading difficulties in English as a second language. Data was purposefully selected using interviews as a data collection instrument. The study revealed that the teacher-learner ratio at the school is higher than the one prescribed by the Ministry of Education. This has a negative impact on teaching and learning. Another finding of the study is that there is no relationship between learners’ reading abilities in mother tongue and the acquisition of reading abilities in English as a second language.Pre-primary education did not lay a strong foundation for these learners as they and teaching aids. The lack of facilities such as libraries, computers laboratories as well as textbooks, and posters were also mentioned as causes of the reading difficulties experienced by learners.
Teaching the Literary Skills of Speaking and Writing In Secondary Schools: A Proactive Approach (Published)
This paper discusses the teaching of two aspects of the English language at the Secondary School level. It is a position paper that highlights the Curriculum content of Continuous writing and Oral English; It also attempts a practicable and effective approach to both aspects of English as the author provides perspectives into the teaching of both.