Although it is believed and even proved that students’ anxiety in foreign language learning is usually negatively associated with their performance in this field, this paper presents that higher level of such anxiety correlates with higher level of motivation, which is linked to better achievement in classroom settings for second language (L2) learning. This study explores how a combination of learner-internal factors (anxiety and motivation) may have positive impact on the performance of a group of Chinese graduate students, based on a repeated two-way ANOVA of the data collected before and after a mock business negotiation in English. The results suggest that negative psychological factors may work positively in a result-oriented project, which may in turn alleviate negative emotions and facilitate L2 learning in the long run.
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