This study compared the levels of anxiety toward English language learning between postgraduate students in Pakistan and Indonesia. A survey was administered to 340 students total, with 170 students from each country. The survey found that both Pakistani and Indonesian students experience anxiety related to English language learning. Male students and Indonesian students reported significantly lower anxiety levels than female students and Pakistani students respectively. The study suggests collective efforts from teachers and students could help reduce language learning anxiety.
high school students' attitude towards learning Englishahmad faizul shah
This study investigated the attitudes of 600 ninth grade students in Puducherry, India towards learning the English language. A standardized questionnaire was used to collect data on student attitudes. The results showed that student attitudes differed based on gender, locality of the school, type of school, and type of school management. Male students, students from urban schools, students at co-educational schools, and students at government schools had more positive attitudes on average than other groups. The study concluded that developing positive student attitudes through classroom activities can help enhance pupils' motivation to learn English.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The attitudes of secondary school students towards learning english through p...Kübra Okumuş
This study examined secondary school students' attitudes towards learning English through project-based learning (PBL). A survey was administered to 100 students to determine their perceptions. The results showed that most students agreed or strongly agreed that PBL helped them learn new topics, was enjoyable, increased their motivation to learn, and developed various skills. However, older students and females tended to be more negative about PBL accelerating learning and improving problem-solving abilities. Overall, the findings suggest that PBL is an effective way to teach English when incorporating elements like collaboration and authentic tasks.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
high school students' attitude towards learning Englishahmad faizul shah
This study investigated the attitudes of 600 ninth grade students in Puducherry, India towards learning the English language. A standardized questionnaire was used to collect data on student attitudes. The results showed that student attitudes differed based on gender, locality of the school, type of school, and type of school management. Male students, students from urban schools, students at co-educational schools, and students at government schools had more positive attitudes on average than other groups. The study concluded that developing positive student attitudes through classroom activities can help enhance pupils' motivation to learn English.
Anxiety level of indonesian students and its relationship to academic achieve...Alexander Decker
This study examined the relationship between anxiety levels and academic achievement in English among 128 Indonesian university students. It found that students generally experienced high anxiety levels, with means between 2.01-3.00 on a scale. Both male and female students experienced similar anxiety levels that fell in the "oftentimes anxious" range, as did students from urban and rural high schools. There was no significant difference in anxiety levels or academic achievement between gender or school types. Fourteen factors were identified as causes of English language anxiety.
Students’ Perceptions of Grammar Teaching and Learning in English Language Cl...iosrjce
The use of grammar teaching in the field of second language acquisition has been extensively
studied, but there is a lacuna in the literature, regarding the students’ perception of its importance. To
investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
The attitudes of secondary school students towards learning english through p...Kübra Okumuş
This study examined secondary school students' attitudes towards learning English through project-based learning (PBL). A survey was administered to 100 students to determine their perceptions. The results showed that most students agreed or strongly agreed that PBL helped them learn new topics, was enjoyable, increased their motivation to learn, and developed various skills. However, older students and females tended to be more negative about PBL accelerating learning and improving problem-solving abilities. Overall, the findings suggest that PBL is an effective way to teach English when incorporating elements like collaboration and authentic tasks.
This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.
IAR is is an open access, peer-reviewed and refereed journal that publishes scholarly research in the fields of humanities and social sciences. The journal provides an intellectual forum for the academic fraternity for disseminating theoretical, empirical, and pragmatic research in all the areas of humanities and social sciences. IAR welcomes publications of high-quality papers, review papers, conceptual framework, case studies, empirical research, and book reviews. Manuscripts for publication in IAR are selected through rigorous peer reviews to ensure originality, relevance, and readability.
Language Anxiety among Selected Grade 7 ESL Learners in the Division of North...ijtsrd
This descriptive correlational study determined the language anxiety experienced by Grade 7 ESL learners from four selected junior high schools in the first district of the Division of Northern Samar, Philippines for School Year 2018 2019. The respondents of the study were 286 Grade 7 students who were determined using Slovin's formula. The instrument used in the study was composed of three parts the socio demographic profile of the respondents the factors causing second language anxiety and the language anxiety scale adopted from Horwitz, Horwitz, and Cope's 1986 model of language anxiety. The English performance of the respondents was based on their grades in the English subject. The data were treated statistically using frequency counts, percentages, weighted mean and Pearson r correlation. The findings revealed that in the English performance of the respondents, a majority of them obtained very satisfactory rating in English. Students' second language anxiety especially on language anxiety and fear of negative evaluation were found to be “either anxious or relaxedâ€. On the test of relationship, a significant relationship was found between demographic profile and their English performance. There was also a significant relationship between the demographic profile and the respondents second language anxiety. Age and sex were found significantly related with classroom related factors and teacher related factors. English performance was also found significantly related with communication anxiety and test anxiety. Dr. Rogelio A. Banagbanag ""Language Anxiety among Selected Grade 7 ESL Learners in the Division of Northern Samar, Philippines"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25074.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/25074/language-anxiety-among-selected-grade-7-esl-learners-in-the-division-of-northern-samar-philippines/dr-rogelio-a-banagbanag
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
This document summarizes research on English language learning in Malaysia. It discusses studies that examine English learning as the mastery of autonomous skills, such as grammar and writing. Research shows students struggle with English grammar due to interference from their first language, Malay. Studies also find teaching focuses on exam preparation rather than communication. Research on higher education indicates students lack skills like note-taking, critical thinking, and vocabulary needed for university. Overall, the document reviews literature that conceptualizes English learning as acquiring discrete skills rather than a social practice.
Linguistic transition at tertiary level a case studyAlexander Decker
1) The document discusses a study on the linguistic transition from Bengali to English that Bangladeshi students face when entering private universities in Bangladesh.
2) The study found that this transition has mostly negative effects on students, as the majority come from a Bengali education background and struggle with speaking, writing, vocabulary, and comprehension in English.
3) Some of the issues identified include poor English skills, lack of practice, low confidence and motivation, avoidance of teachers due to language barriers, and frustration with the transition.
4) The implications are that more support is needed to help students overcome language anxieties and difficulties, including increased interaction, vocabulary building, skills practice, and emphasis on developing English
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
Outside Classroom Language Learning in Indonesia - A Project PaperIhsan Ibadurrahman
This document is a research paper submitted for a master's program that examines out-of-class English language learning activities (OCLLA) among 59 Indonesian high school students. It aims to identify the most common OCLLA, determine if a correlation exists between OCLLA and students' English achievement, and analyze differences in OCLLA among students with high, average, and low scores. The paper provides background on OCLLA and reviews related literature before outlining the study's methodology, results on prevalent activities, correlation found, and differences across achievement levels.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
This study examined the effects of context-clue vocabulary instruction versus traditional word-list instruction on 24 advanced 10th grade students over nine weeks. While test scores did not significantly differ between the two methods, other data like student surveys and writing samples showed students had a preference for and better incorporated words learned through context clues. Context-clue instruction involves analyzing clues in sentences to determine word meanings, and previous research found it led to higher retention and usage of vocabulary words than isolated word-list learning. The study aimed to determine if context-clue instruction could help students learn and apply new vocabulary better.
This document summarizes 5 research articles on using games to teach English grammar to young learners. The studies found that games can increase student motivation and engagement compared to traditional instruction. However, some teachers are reluctant to use games due to perceptions of them being time-consuming or not aligned with curriculum standards. The studies employed methods such as experiments with treatment and control groups, surveys of teachers, and analysis of pre- and post-tests to assess the impact of games on grammar acquisition. Overall, the research suggested that language games can help improve students' grammar skills when implemented effectively in the classroom.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
This document summarizes a study that investigated the attitudes of Iranian junior high school students toward learning English. The study surveyed 116 students using a 20-item questionnaire to assess their views on topics like the educational and social role of English in Iran, the social and practical benefits of English proficiency, the impact of English on cultural identity, enjoyment of English, and discomfort with Iranians speaking English. The results showed that both female and male students generally held positive attitudes toward English, though females' attitudes were slightly more favorable. No significant differences were found between genders. The findings indicate Iranian junior high students view English positively and see its importance.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
This document describes a study that investigated misbehaved students' perceptions of non-verbal communication used in secondary school classrooms. The study utilized questionnaires to survey 30 misbehaved students about their perceptions of effective facial expressions and body movements for teachers to use. Results showed that maintaining eye contact and sitting beside students while teaching were the most effective non-verbal techniques perceived by misbehaved students. The study aimed to provide guidance for teachers on managing misbehavior through non-verbal communication.
This document summarizes a study that investigated the motivation and attitudes towards learning English of 81 petroleum engineering undergraduates at Hadhramout University of Sciences and Technology in Yemen. The study found that students were primarily instrumentally motivated, motivated by practical reasons like career goals. Students were less integratively motivated, motivated by a desire to integrate into English cultures. Students also had positive attitudes towards the social and educational roles of English in Yemen. The study provides insights that can help improve English language teaching for these students.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
This document summarizes a study that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
This document summarizes research on English language learning in Malaysia. It discusses studies that examine English learning as the mastery of autonomous skills, such as grammar and writing. Research shows students struggle with English grammar due to interference from their first language, Malay. Studies also find teaching focuses on exam preparation rather than communication. Research on higher education indicates students lack skills like note-taking, critical thinking, and vocabulary needed for university. Overall, the document reviews literature that conceptualizes English learning as acquiring discrete skills rather than a social practice.
Linguistic transition at tertiary level a case studyAlexander Decker
1) The document discusses a study on the linguistic transition from Bengali to English that Bangladeshi students face when entering private universities in Bangladesh.
2) The study found that this transition has mostly negative effects on students, as the majority come from a Bengali education background and struggle with speaking, writing, vocabulary, and comprehension in English.
3) Some of the issues identified include poor English skills, lack of practice, low confidence and motivation, avoidance of teachers due to language barriers, and frustration with the transition.
4) The implications are that more support is needed to help students overcome language anxieties and difficulties, including increased interaction, vocabulary building, skills practice, and emphasis on developing English
Speaking anxiety among turkish studentsSuliza Aznan
This study investigated speaking anxiety among Turkish EFL learners at a state university. It found that while students perceive speaking as anxiety-provoking, they reported experiencing a low overall level of speaking anxiety based on questionnaire responses. Interviews with students revealed that major causes of their speaking anxiety included pronunciation, being asked questions on the spot, fear of making mistakes, and worry about negative evaluation. The study concludes that foreign language speaking anxiety is a distinct phenomenon influenced by its own sources and variables that impact learners.
This document summarizes a study that investigated English language anxiety and motivation to learn English among 177 Form 4 students in Malaysia. The study found that 17.5% of students experienced low language anxiety, 68.4% experienced moderate anxiety, and 14.1% experienced high anxiety. Girls reported higher anxiety than boys in some areas. Students with high anxiety reported less effort to improve their English skills than those with low anxiety. The study aimed to provide insights into how students' anxiety and motivation are related to their experiences learning English in the classroom.
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
Outside Classroom Language Learning in Indonesia - A Project PaperIhsan Ibadurrahman
This document is a research paper submitted for a master's program that examines out-of-class English language learning activities (OCLLA) among 59 Indonesian high school students. It aims to identify the most common OCLLA, determine if a correlation exists between OCLLA and students' English achievement, and analyze differences in OCLLA among students with high, average, and low scores. The paper provides background on OCLLA and reviews related literature before outlining the study's methodology, results on prevalent activities, correlation found, and differences across achievement levels.
This document summarizes a study that examines anxiety levels related to speaking English as a second language among male and female business students in Malaysia. The study aims to identify potential sources of language anxiety and whether gender differences impact anxiety levels. A literature review discusses previous research on language anxiety and how it can be experienced both generally as a trait and situationally in response to specific contexts. The study uses questionnaires to collect qualitative data from 150 business students on their experiences with second language anxiety and speaking English in public.
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
This study examined the effects of context-clue vocabulary instruction versus traditional word-list instruction on 24 advanced 10th grade students over nine weeks. While test scores did not significantly differ between the two methods, other data like student surveys and writing samples showed students had a preference for and better incorporated words learned through context clues. Context-clue instruction involves analyzing clues in sentences to determine word meanings, and previous research found it led to higher retention and usage of vocabulary words than isolated word-list learning. The study aimed to determine if context-clue instruction could help students learn and apply new vocabulary better.
This document summarizes 5 research articles on using games to teach English grammar to young learners. The studies found that games can increase student motivation and engagement compared to traditional instruction. However, some teachers are reluctant to use games due to perceptions of them being time-consuming or not aligned with curriculum standards. The studies employed methods such as experiments with treatment and control groups, surveys of teachers, and analysis of pre- and post-tests to assess the impact of games on grammar acquisition. Overall, the research suggested that language games can help improve students' grammar skills when implemented effectively in the classroom.
Tsai, min hsiu university students anziety focus n6 v1 2012 (1)-chiodoWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Language attitudes of iranian junior high school students towards the English...Ehsan Abbaspour
This document summarizes a study that investigated the attitudes of Iranian junior high school students toward learning English. The study surveyed 116 students using a 20-item questionnaire to assess their views on topics like the educational and social role of English in Iran, the social and practical benefits of English proficiency, the impact of English on cultural identity, enjoyment of English, and discomfort with Iranians speaking English. The results showed that both female and male students generally held positive attitudes toward English, though females' attitudes were slightly more favorable. No significant differences were found between genders. The findings indicate Iranian junior high students view English positively and see its importance.
This study examined the effect of task-based language teaching on Iranian high school students' vocabulary learning. Sixty female students were assigned to either an experimental or control group. The experimental group participated in negotiation of meaning, matching, and communicative crossword tasks to learn vocabulary, while the control group used traditional memorization methods. Pre- and post-tests were administered to measure vocabulary gains. Results from ANOVA showed that task-based teaching had a positive effect on vocabulary learning compared to traditional methods. The study provides support for using tasks in vocabulary instruction with Iranian EFL learners.
This document describes a study that investigated misbehaved students' perceptions of non-verbal communication used in secondary school classrooms. The study utilized questionnaires to survey 30 misbehaved students about their perceptions of effective facial expressions and body movements for teachers to use. Results showed that maintaining eye contact and sitting beside students while teaching were the most effective non-verbal techniques perceived by misbehaved students. The study aimed to provide guidance for teachers on managing misbehavior through non-verbal communication.
This document summarizes a study that investigated the motivation and attitudes towards learning English of 81 petroleum engineering undergraduates at Hadhramout University of Sciences and Technology in Yemen. The study found that students were primarily instrumentally motivated, motivated by practical reasons like career goals. Students were less integratively motivated, motivated by a desire to integrate into English cultures. Students also had positive attitudes towards the social and educational roles of English in Yemen. The study provides insights that can help improve English language teaching for these students.
Diminishing Speaking anxiety in English classroomuzairahmohdali
This document presents the research proposal of Uzairah Binti Mohd Ali to study diminishing communication apprehension among semester one students at Kolej Poly-Tech Mara Ipoh through group work activities. The study aims to identify factors causing students' poor communication skills, determine if psychological and socio-cultural factors lead to English communication anxiety, and suggest ways to enhance students' self-esteem through group work. The research will use questionnaires to identify students' attitudes and factors affecting communication barriers, and observation to analyze if group work reduces anxiety. Results will be analyzed using SPSS to calculate means, percentages and number of anxious students.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study examined the effectiveness of isolated versus integrated vocabulary instruction methods with 28 adult English language learners. Participants completed isolated and integrated reading tasks with vocabulary questions, as well as a delayed post-test. Results showed students scored similarly high on both initial tasks, averaging 86% on isolated and 85% on integrated. On the delayed post-test, students averaged 71% on multiple choice and 79% on short answer questions. While most students preferred integrated methods, performance did not significantly differ between approaches. The study concluded that both isolated and integrated instruction can effectively increase vocabulary learning for adult ELLs.
The diverse learners in polytechnic and teaching strategies to suit their needsNoreen Nastasha
This document discusses a study that aims to identify the learning styles and English language anxiety levels of diploma students in Malaysian polytechnics. The study will administer questionnaires adapted from existing learning styles and anxiety instruments to a random sample of students across 15 randomly selected polytechnics. The findings will be analyzed to understand students' preferences and how they can be used to improve English teaching methods, particularly for speaking. The goal is to better cater teaching strategies to students' diverse needs and learning styles to enhance their English language learning outcomes.
This document summarizes a study that investigated the use of information and communication technology (ICT) among English as a foreign language learners at the National University of Laos. The study found that ICT use was relatively low among students, who generally lacked the necessary computer and internet skills to effectively use ICT for language learning. Most students did not have reliable access to ICT facilities or the ability to utilize online resources for English learning, despite recognizing ICT's potential benefits. The researchers recommend increasing ICT availability and training students in relevant digital skills to improve English education and prepare students for the digital world.
This document compares the value systems of youth from Vietnamese ethnic minority and majority groups. It examines terminal values (end-states of existence) and instrumental values (modes of conduct) using Rokeach's Value Survey. The findings show both groups emphasize personal and political terminal values over social values. Minority youth showed less emphasis on relationships while majority youth cared less about hedonism and individualism. Both groups prioritized moral instrumental values over competence and intrinsic values. Minority youth emphasized accomplishment and competence more. The groups' terminal values were more similar than their instrumental values, with a few significant differences found. The study contributes to understanding value exchanges during globalization in Vietnam.
This document discusses a study on the academic adjustment issues faced by Cambodian, Laotian, Burmese, and Vietnamese postgraduate students at Universiti Sains Malaysia, a research university in Malaysia. Seventeen postgraduate students from those countries were interviewed. The study found that the most difficult problem in terms of academic adjustment was English language difficulties in their new learning environment. Students needed to improve their English proficiency to succeed. The study provides recommendations to help students from these Southeast Asian countries better adjust academically in Malaysian universities.
This document discusses conceptualizing institutional policies to promote students' academic success in Cambodian universities. It begins by providing context on Cambodian higher education and issues impacting students' academic performance. It then reviews theories by Astin and Tinto that link institutional experiences and academic success. Based on these theories, the document proposes ten variables that may influence how institutional policies impact academic success in Cambodia. Finally, it designs a conceptual model to illustrate the relationships between student characteristics, academic environment, policies, and academic success within the Cambodian education system.
This document summarizes a study that investigated the English language learning strategies and needs of undergraduate students at the National University of Laos. The study surveyed 160 students about their frequency of strategy use and which English skills they felt needed improvement. The findings showed that speaking was the most important skill students wanted to improve. Students reported using vocabulary books and dictionaries most frequently to learn new words. The researchers recommended redesigning English courses based on these findings to better meet students' needs and enhance learning.
Motivation and attitudes towards learning englishjlps0601
This study investigated the motivation and attitudes of 81 male petroleum engineering undergraduates toward learning English at Hadhramout University of Sciences and Technology in Yemen. The results found that instrumental motivation, such as using English for career purposes, received the highest scores and was the primary motivation. Students had positive attitudes toward using English in Yemeni social and educational contexts but negative attitudes toward English-speaking cultures. The researchers concluded that instrumental motivation was the main driver and integration motivation had the least impact on students' English learning. However, the study was limited by only including male students. Future studies could use standardized tests and interviews with workplace English students to further understand motivation and attitudes.
Effective strategies for motivating Arabic students- TESOL 2013spacke
The document summarizes key points from a workshop presentation on effective strategies for motivating Arabic students to learn English. The presentation explored how Arabic culture influences learning and discussed findings from surveys and interviews with Arabic students and instructors. It was found that motivating factors for students included future goals, flexibility in studies, and scholarships. Instructors were advised to develop personal connections, cultural awareness, clear rules, and use varied formats to present information. School administrators should provide advancement opportunities and educate teachers on supporting Arabic students.
The purpose of this study was to identify the factors related to the teacher’s attitude involved in oral communication of ESL students. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Instructor’s attitude motivates debilitating speaking factors. This investigation has proved explanatory implications and additionally this study also examined the attitudes and opinions of language teachers about second language learning and teaching. Furthermore, the research suggested a variety of strategies for learners to cope with second language anxiety.
The purpose of this study was to identify the psychological factors involved in oral communication of ESL students. The research aimed to uncover the psychological barriers like learner’s self-esteem and self-opinions in oral competency of ESL students at graduate level. The investigation was carried out at Bahawalpur, Pakistan. This research was reported on a survey study and used a questionnaire for the students and interview format for the teachers as tools to investigate the issue. The interview was taken from forty highly experienced ESL/EFL teachers; and for questionnaire almost 100 students from each college were selected, total 498 ESL students participated in this research. The data provided through interview from teacher was analyzed qualitatively and the data from the students was analyzed through SPSS and Microsoft Excel. The following conclusion was drawn from the data collected from this investigation: Psychological factors affect student’s oral competency. This investigation has proved informative implications and suggested a variety of strategies for learners to cope with second language anxiety and for teachers to recognize and handle the learner’s fears.
Anxiety In Speaking English As A Second LanguageAmy Cernava
This document discusses anxiety experienced by international students in speaking English as a second language. It identifies four major factors that provoke anxiety: interacting with native English speakers, fear of negative evaluation, public speaking, and not being allowed to use their first language. Studies found these factors commonly cause stress. The document also examines coping strategies, finding students often use avoidance and reticence, though perseverance and language skills improvement are more positive approaches. Overall, the relationship between language anxiety and achievement is negatively correlated, as anxiety can interfere with learning.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
Language attitude study has proven to reveal students’ success and failure in learning language. Attitude is not innate, but learned. Students learn to grow and improve their positive language attitudes towards foreign languages through certain programs at schools. The aim of this research is to investigate the language attitude of students in an Indonesian Islamic boarding school towards English as a foreign Language and to describe why they have the attitude. The respondents were 49 students of 2nd grade of senior high school classes from HAC (High-Achieving Class) and LAC (Low-Achieving Class). The design of this research was mixed method using explanatory sequential design. To obtain the data, the instrument used was a questionnaire consisting of cognitive, affective and conative components of language attitudes. Interview was carried out to acquire the reason the students had the attitudes. The finding was both HAC and LAC students’ language attitudes were mostly positive (91.83%) in cognitive, affective and conative language attitudes. Some (8.17%) had different language attitudes. They showed positive language attitudes, but acquired low scores and showed negative language attitudes, but acquired high scores. The interview revealed this phenomenon.
This document summarizes research on vocabulary deficiencies and language anxiety among English-speaking university students. It introduces the research problem, which is that a lack of vocabulary can hinder student progress and language anxiety resulting from deficiencies can negatively impact students. The research question aims to understand how vocabulary gaps contribute to language anxiety development and coping strategies. Three related studies are summarized that explore the importance of vocabulary teaching, levels and causes of public speaking anxiety among students, and the relationship between language anxiety and English speaking performance. The document provides context on the role of English proficiency in academics and aims to help develop targeted language support programs.
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
RESEACH ON EFL ASSIGNMENT-Nur Islamiyah (A12223005).pptxNurislamiyah7
The document discusses research on speaking anxiety among English-major students in Ghana. It aims to identify the causes of in-class speaking anxiety and strategies to address it. The study collected qualitative data through interviews with 30 English-major students. The findings revealed that inferiority complex, fear of mistakes, lack of preparation, negative evaluation, limited vocabulary and self-criticism cause speaking anxiety. The students suggested creating a supportive classroom environment, peer assessment, more speaking activities, positive feedback, and resignation as coping strategies. The study recommends future quantitative research to generalize the outcomes.
An Analysis Of Students Speaking Anxiety In Academic Speaking ClassAngie Miller
This document summarizes a study that analyzed speaking anxiety among 52 students in an Academic Speaking class at a private university in Central Java, Indonesia. The study found that students' speaking anxiety was mainly caused by three factors: communication apprehension, test anxiety, and fear of negative evaluation. Additionally, lack of vocabulary, underestimating abilities, lack of preparation, fear of mistakes, and worry about embarrassment in front of peers also contributed to students' anxiety. The findings suggest that teachers play an important role in creating a positive classroom environment to help students overcome speaking anxiety.
English - Majored Juniors’ attitudes towards learning the academic writing co...AJHSSR Journal
This document summarizes a research study that investigated the attitudes of English-majored juniors at TraVinh University towards their academic writing course. The study found that students had positive attitudes about the course and recognized its benefits. However, students also faced challenges, with grammar being a prominent difficulty due to their native language influence. The study suggests implications to help students improve their academic writing skills.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
1. The study investigated the effect of teachers using current issues of interest in English classes on students' vocabulary achievement in reading comprehension. It hypothesized that using awareness of current issues positively influences vocabulary learning.
2. The study was conducted on male and female university students in Iran majoring in non-English subjects. Students in the experimental group were taught using current issues while the control group was taught normally.
3. Preliminary results showed that students who were taught using current issues of interest performed better on vocabulary tests than those in the control group, supporting the hypothesis that incorporating current issues enhances vocabulary learning.
A case study of first year non-english undergraduateAlexander Decker
This document summarizes a study that investigated levels of English learning anxiety among first-year non-English undergraduate students in Bangladesh. The study surveyed 60 students and found they experienced a moderate level of anxiety that hindered their learning. Sources of foreign language anxiety were identified and ways to reduce anxiety in the English as a foreign language classroom were suggested. The goal was to determine students' anxiety levels, identify factors contributing to language anxiety, and propose ways to decrease anxiety and increase engagement.
Age as an Affective Factor in Influencing Public Speaking Anxiety of English ...FadilElmenfi1
The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study.
This document discusses the background and problem statement of a study on language anxiety in Iraqi secondary students learning English. It provides context on Iraq's educational system historically focusing on grammar translation and now using Communicative Language Teaching (CLT). However, students remain anxious and unable to communicate in CLT classrooms due to factors like lack of language skills from the previous approach. The problem statement indicates students avoid speaking out of anxiety of making mistakes and lack confidence in their language abilities. The study aims to explore how educational and psychological factors like the previous teaching method and anxiety affect student communication and learning in CLT classrooms.
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The problems of Fluency in Spoken English among EFL Learners in Saudi Univers...AJHSSR Journal
ABSTRACT : This study aims to investigate the problems and challenges which is usually experienced by
English learner's students in the Saudi universities when trying to speak English. It also checks at the problems
that students face when learning English language in Saudi universities and try to find remedies to this problem.
The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in
English language in universities in KSU as an example. The data was then statistically analyzed using the SPSS
program. The results showed that there are various problems which hinder fluency of English learning in the
universities and among them include: under-qualified teachers, unsuitable teaching materials and the methods
used in teaching are also poor. The other problem is the psychological factor which makes student lack
motivation while learning English. The study also contains ways in which these problems can be handled to
bring efficiency in learning and teaching English in Saudi universities.
KEYWORDS: The challenges of fluency in spoken English among the EFL students.
The document summarizes a study that investigated the attitudes of Grade 12 students toward speaking English. It found that:
1) Students in both the Humanities and Social Sciences (HumSS) and Accountancy, Business, and Management (ABM) strands had positive attitudes overall toward speaking English.
2) However, students admitted they do not speak English well and are worried about making mistakes.
3) Students believe speaking English is important for future jobs.
4) The study found no significant differences in attitudes based on strand or sex. This implies classroom motivation is important to improve students' English speaking attitudes.
The document summarizes a study that investigated the attitudes of senior high school students towards speaking English. It found that:
1) Both Humanities and Social Sciences (HumSS) and Accountancy, Business, and Management (ABM) students had generally positive attitudes towards speaking English and believe it is important.
2) However, students admitted they do not speak English well and are worried about making mistakes when speaking English.
3) Students believe learning to speak English could benefit their future jobs. The study found no significant differences in attitudes based on academic strand or sex. This implies classroom motivation is important to improve students' English speaking attitudes.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
Similar to Comparative study of the pakistani and indonesian student’s (20)
The letter expresses appreciation for an article discussing cheating in Cambodia's education system. It agrees that cheating plagues the system and discredits degrees. Stricter laws and punishments are needed to curb academic fraud and raise education quality as Cambodia aims to integrate into the ASEAN community. Teachers and parents must also discourage cheating for students to abandon the habit. The government must pay more attention to prevent all forms of academic fraud.
This document discusses factors that cause students in Laos to have low English language proficiency. It identifies several key factors based on a study of English students at the National University of Laos, including that English teachers are not well-trained and use the Lao language in class, students lack an English language background and confidence in using English, the curriculum is inappropriate, and students are not well-motivated or encouraged in their learning. Additional factors discussed are lack of English exposure outside of class, large class sizes, and insufficient family and community support for English learning. The document provides context on the role and history of English language education in Laos.
The document discusses several problems facing tertiary education in Cambodia, including limited government financing for higher education, non-specific admission requirements, lack of focus on needed subjects like science and agriculture, low salaries for lecturers, and limited autonomy and research capacity at universities. Specifically, it notes that government spending on higher education in Cambodia was only 0.05% of GDP in 2011. It also provides examples of low salaries for lecturers, with average salaries of $130 per month in Cambodia compared to over $1000 per month in other Southeast Asian countries. The letter calls for urgent action to address these issues to improve education quality and student outcomes in Cambodia.
This document summarizes a research paper investigating institutional policies that contribute to student academic success at a Cambodian university. It begins by providing background on higher education in Cambodia and discusses Astin's theory of how student inputs, environmental factors, and outcomes are linked. It then examines Cambodia's national education strategies and policies, legal frameworks, and institutions that aim to strengthen education quality. These include the Accreditation Committee of Cambodia, Supreme National Council of Education, and the Directorate Department of Higher Education. The document concludes by discussing how Astin's theory can help explain the relationship between institutional policies, environmental factors, and student academic success in Cambodian universities.
This document summarizes a research paper on establishing institutional policies to enhance education quality in Cambodian universities. It provides background on higher education development in Cambodia since the late 1990s. It then discusses Cambodia's national policies and legal frameworks aimed at improving education quality, including the Education Strategic Plan (2006-2013), the Master Plan for Research (2011-2015), and the Education Law (2007). Finally, it outlines three key institutions that support quality enhancement efforts: the Accreditation Committee of Cambodia, the Supreme National Council of Education, and the Directorate Department of Higher Education.
This document discusses the history of higher education in Cambodia from 1863 to the present. It describes how:
1) Before French colonization in 1863, pagodas served as the main educational and training centers in Cambodia, with monks providing religious and cultural instruction.
2) During French rule from 1863 to 1953, France introduced a modern education system and established the first public schools, teacher training centers, and the country's first university. However, higher education opportunities remained limited.
3) After independence in 1953, Prince Sihanouk expanded tertiary education by establishing several new universities, though the education system was later devastated by the Khmer Rouge regime from 1975-1979.
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-based enrollment. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. Key institutions that support quality enhancement are the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education. The strategies and policies examined aim to improve quality, increase access to education, and meet regional integration goals.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
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The present study is an effort to find out the anxiety minor aspects involved in the process of language
level of the students from two different cultures, learning and anxiety should be explored in this respect,
languages and even different Asian countries such as whereas Horwitz [6] proposed to discover the effects of
Pakistan and Indonesia. A comparison has been made anxiety on communication in depth. The language anxiety
amongst the anxiety level of the students of also affects the students’ communicative faculty [19].
Soijigaparanata Catholic University Semarang, Indonesia The previous studies [2, 3, 5, 6, 7, 13, 20-31] concluded
and The Islamia University of Bahawalpur, Pakistan. No that anxiety is one of the major factors that impede the
similar research could be found regarding these two Asian student’s performance in the English language learning.
countries [4]. However, this research would help the ESL According to the findings of Campbell and Ortiz [32],
students hailing from different nations to understand the more than 50% English language learners undergo
level of anxiety among Asian students. dreadful and a severe type of anxiety. It creates problems
Review of Literature: An anxiety is a state of mind or a capability [33]. It reduces the language learners’
natural uncontrollable fear that occurs due to some confidence too [24]. Moreover, Crookall and Oxford [21]
uncertainty. In other words, this is a kind of worry or stated that the language anxiety deteriorates and even
nervousness associated with the psychological system or damages the students’ caliber regarding the English
human mental health condition [6]. Commonly, anxiety is language learning.
divided into three categories such as state anxiety, trait The major purpose of the previous researches was to
anxiety and situation-specific anxiety. Scovel [9] find out the causes behind the arousal of anxiety amongst
illustrated that state anxiety is a severe kind of anxiety. It second language learners. Bailey [5] analyzed the diaries
seems to be a permanent mental disorder whereas both of 11 learners comprehensively and found that there are
the ‘state and situation-specific anxiety’ generally are three aspects; exams, competitive environment and
associated with any particular occasion or happening [10]. students expected relationship with their teachers that
The present study belongs to the last category, affect their level of anxiety. Subsequent researchers,
namely the situation-specific anxiety’ or, in other words, particularly Horwitz and Young [23] pointed out the same
language anxiety. It is a situational anxiety because the aspects and concluded that these are fundamental factors
English/second language learner faces such type of that cause the language anxiety.
anxiety during the learning process [11]. Young [30] carried out a research on anxiety related
There are multifarious factors that affect the second to language learning and concluded that there are six
language acquisition and learning. Positive attitudes and different prospective causes of language anxiety such as
motivational forces are worth mentioning in this respect. scheduled and unscheduled or surprise exams, teacher’s
Both the language learning and anxiety are associated style of teaching in the classroom, student-teacher
with each other. Therefore, most of the studies have been relationship, student’s intra-personal and interpersonal
carried out to explore this relationship since 1970s [12]. traits, student’s belief about language learning and
The researches, particularly related to language teacher’s belief about language teaching methodology.
anxiety, carried out by Horwitz [6] and MacIntyre and These six points show that all the causes of anxiety
Gardner [13, 14] indicate that the English language are related to three elements such as students, teachers
learning is strongly associated with language anxiety. and teaching methodology. Furthermore, these findings
Mostly, the non-native English-speaking students suffer are similar to the findings of Bailey’s [5] study. However,
from anxiety while learning the English language. The the findings of a research carried out by Horwitz et al. [1]
other researches show that the anxiety affects the are very significant in this respect. They divided the
student’s academic achievement and proficiency as well. language anxiety into three major categories namely the
The findings of the previous researches [3, 6, 11, 15, 16, student’s level or ability of understanding, teachers’
17] show the negative correlation between language behavior and exams. On the foundations of these three
anxiety and student’s academic performance. Matsuda components, they designed a comprehensive Foreign
and Gobel [18] concluded in their research that the Language Classroom Anxiety Scale (FLCAS) and
language anxiety puts negative impacts on students’ included thirty-three different items related to different
academic grades. They suggested that more subtle and aspects of anxiety. This scale has been used by many
and decreases the language learners’ communicative
3. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1565
researchers in different contexts to find out the level of language learning and production stage. The students
students’ anxiety towards the English language hesitate to participate in the classroom activities due to
learners. the high rate of anxiety [42]. They also avoid contributing
Alpert and Haber [34] conducted research on in the complex process of second language structure
different aspects of language anxiety and explored a [3, 43]. A research conducted by Stein and Seedat [44]
unique anxiety; that is known as the debilitating anxiety. revealed that the students suffer from an anxiety
Most other researches concluded that there is a negative associated with the English language learning. Moreover,
correlation between anxiety and student’s academic they recommended that the students, who are suffering
achievement, thus it can be said that anxiety is debilitating from anxiety, should be treated tenderly and
in the process of language learning. Krashen [24] found sympathetically to reduce the level of anxiety. Generally,
that the high rate of anxiety creates hindrance in the a multilingual country has a dilemma regarding the
smoothness of the process of language acquisition and acceptability of the English language for medium of
learning. Horwitz [35] also stated that sometimes language instruction. This situation is leading to the students into
anxiety becomes so uncontrollable that the learners have the realm of anxiety and uneasiness [45, 46]. Another
to postpone the study. study conducted by Mkuti [47] revealed that the
MacIntyre and Gardner [2] carried a research on students’ anxiety level is a significant factor that creates
ninety-seven college students who were studying French. complications in learning the English language.
Their findings show that the students feel more difficulty As regards the present study, it was an attempt to
in expressing their own views and the other students who examine the students’ anxiety level towards the English
were not learning French underestimated their caliber. language being taught as a second language in Pakistan
They also found that language input, information and Indonesia as well. The findings of this study
processing system and language output have negative indicated that anxiety affects on the English language
correlation with language anxiety. Pan [36] carried out a learning.
research to find out the correlation between language
anxiety and speaking. He found that the students with low Objectives of the Present Research: The key objective of
anxiety show better performance in speaking than that of this study was to identify those factors as perceived by
the students with high anxiety. the students that may cause to anxiety at postgraduate
However, few other studies show the positive level in learning English as a foreign or second language
correlation between anxiety and academic achievement in Pakistan and Indonesia. Another objective was to
in second language learning. A study, carried out by compare the level of anxiety amongst male and female
Bailey’s [37] in Taiwan, show that some other students of these universities.
factors like culture and learner’s proficiency also have
influence upon students’ academic achievement besides Research Questions: The main research questions used
anxiety. in this study were as follows:
A few more researches [19, 38-40] carried out in China
found a positive correlation between anxiety and Which factors do students believe contribute to
academic achievements at college level students. anxiety? 2. What is the difference between the level
Many researches [6] have used FALCAS and found a of anxiety among male and female students? 3. What
negative relationship between anxiety and language is the difference between the level of anxiety among
learning. Many researchers [35] have used this scale the Pakistani and Indonesian students?
because of its high reliability and validity for the
measurement of anxiety [20, 41]. The contribution of Hypotheses: Following hypotheses were made to find out
Horwitz [6] in measuring the language anxiety is valuable the level of anxiety among students:
in this respect [9, 13, 23, 33].
According to the findings of Campbell and Ortiz [32] H : There is no anxiety regarding the English language
and MacIntyre and Gardner [14], the majority of the learning.
learners thinks that anxiety is more associated with
language learning than any other subject. Different H : There is an anxiety regarding the English language
reports show that anxiety puts a tangible impact on learning.
o
1
4. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1566
H : There is no significant difference between male and each kind of anxiety to see the general situations ofo
female students’ level of anxiety regarding the English students’ anxiety in the English language classrooms.
language learning. Secondly, t-tests (t distribution tests) were employed to
H : There is a significant difference between male and among the Indonesian and the Pakistani students and1
female students’ level of anxiety regarding the English male and female students of both the countries as well.
language learning.
H : There is no significant difference between theo
Pakistani and Indonesian students’ level of anxiety All the items included in the FLCAS were analyzed
regarding the English language learning. separately. However, it was not possible to describe all
H : There is a significant difference between the Pakistani the consolidated results of the study were presented in1
and Indonesian students’ level of anxiety regarding the three Tables only consisting of important 16 items.
English language learning. Moreover, 16 important items have been mentioned in
Population and Sampling: The participants for this study
were selected from a diverse set of languages such as According to Table 1, the results of this study show
Urdu, Punjabi and Bahasa Indonesia. The subjects of the that out of the initial pool of 340 students, 49 (70%)
study were 340 university level students, out of which students strongly agreed that learning English is
170 (95 male and 75 female) were from Soijigaparanata really great for them. The average response to this
Catholic University Semarang Indonesia and 170 statement is 1.41 that lies between the 1 and the 2
(81 male and 89 female) were from The Islamia University options which are closer to ‘agree’ (2 option), it
of Bahawalpur Pakistan. All the students belonged to the means the students agreed with this statement.
postgraduate level. Their average age was 19.5. They all 51 (72.86%) students (Q.2) strongly agreed that they
had 5-7 years of experience of learning English as a feel hesitation while speaking in English. The
second language. average response to this statement is 1.56 that lies
Instrument: FLCAS designed and developed by Horwitz closer to ‘agree’ (2 option), it means they
et al. [1] consisting of 33 items, was partially adapted for collectively agreed that they feel hesitation while
this study. The Scale consisted of two parts. One was speaking in English.
intended to collect personal information about The majority of the students (58.57%) strongly
participants, such as their name, age and gender etc. and agreed that it frightens them when they could not
the other consisted of the relevant questions. The FLCAS understand what the teachers say in English. The
was scored on a five-point Likert scale, ranging from 1 average response (1.84) indicates that they agreed to
(strongly agree) to 5 (strongly disagree) to capture the this statement.
specific essence of second language anxiety in a 60% students (Q.3) stated that they think in their
classroom setting and to provide investigators with a mother tongue first and then they try to translate it
standard measure. into English, which is the sign of anxiety regarding
Data Collection and Analysis: FLCAS was administered 39 (55.71%) students strongly agreed that they feel
personally to the students of Soijigaparatana Catholic troublesome when they have to speak without any
University Semarang, Indonesia and The Islamia preparation (Q.5).
University of Bahawalpur, Pakistan for which the return 38 (54.29%) students strongly agreed that they feel
rate was 100%. The response of every respondent for troublesome when they have to speak to a native
each question on the scale was entered into a database. speaker. The average response (1.86) also lies
SPSS 20.0 was employed to analyze the data. Firstly, between ‘strongly agree’ and ‘agree’, which is the
descriptive analysis was performed to compute the clear sign of anxiety towards the English language
percentage and the average response of each item and learning (Q.6).
see if there were any differences in language anxiety
RESULTS
those results here that expanded in 33 tables. Therefore,
three Tables.
st nd
nd
between the 1 and the 2 options which is alsost nd
nd
the English language.
5. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1567
Table 1: Students’ level of Anxiety regarding the English Language Learning (n=340).
Q No Statements Strongly Agree(1) Agree (2) Undecided (3) Disagree 4) Strongly Disagree (5) Average Response
1 Learning English 49(70%) 17(24.29%) 0(0%) 4(5.71%) 0(0%) 1.41
is really great for me.
2 I feel hesitation while 51(72.86%) 9(12.86%) 2(2.86%) 6(8.571%) 2(2.857%) 1.56
speaking in English.
3 It frightens me when I do 41(58.57%) 15(21.43%) 3(4.285%) 3(4.29%) 8(11.43%) 1.84
not understand what the
teacher is saying in English.
4 I think in my 42(60%) 14(20%) 5(7.14%) 6(8.57%) 3(4.29%) 1.77
mother/national language
first and then try to convert
it into English while
writing or speaking.
5 I feel trouble when 39(55.71%) 7(10%) 12(17.14%) 9(12.86%) 3(4.29%) 1.73
I have to speak
without preparation.
6 I feel trouble while 38(54.29%) 16(22.86%) 8(11.43%) 4(5.71%) 4(5.71%) 1.86
speaking to a
native speaker.
7 I am afraid that my 52(74.28%) 8(11.43%) 3(4.29%) 3(4.29%) 4(5.71%) 1.56
teacher will find out
mistakes what I make.
8 I am afraid of thinking 53(75.72%) 6(8.58%) 4(5.71%) 2(2.85%) 5(7.14%) 1.57
that other students will
laugh at me in case of
any wrong pronunciation
during speaking.
9 I feel trouble in learning 22(31.43%) 33(47.14%) 11(15.71%) 2(2.86%) 2(2.86%) 1.98
the rules and regulations
of English.
10 I want to get rid 12(17.14%) 16(22.86%) 6(8.57%) 11(15.72%) 25(35.71%) 3.30
of English learning.
11 I need more courses 39(55.72%) 20(28.58%) 9(12.85) 2(2.85%) 0(0%) 1.63
to improve English.
12 I think that learning 5(7.14%) 4(5.72%) 3(4.29%) 24(34.28) 34(48.57%) 4.11
English is boring.
13 It embarrasses me to 49(70%) 4(5.71%) 7(10%) 3(4.29%) 7(10%) 1.78
volunteer to answer
in English.
14 I get nervous and 41(58.57%) 10(14.29%) 6(8.57%) 7(10%) 6(8.57%) 1.96
confused when I am
speaking in English.
15 I never feel confident 49(70%) 7(10%) 2(2.86%) 6(8.57%) 6(8.57%) 1.76
when I speak in English.
16 Do teachers help to 5(7.15%) 1(1.43%) 4(5.71%) 39(55.71%) 21(30%) 3.43
remove language anxiety?
6. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1568
About 75% students (Q.7) strongly agreed that they English because both the responses are closer
are afraid of thinking that the teacher will find out to ‘agree’ (option 2). It means both the genders
what mistakes they make. The average response agreed that they feel hesitation while speaking
(1.56) also lies between ‘strongly agree’ and ‘agree’, English.
which is the clear indication of anxiety towards the
English language learning. Moreover, the following two types of hypotheses
Three-fourth of the students (75%), with reference to were made to compare the level of overall anxiety on
Q.7, strongly agreed that they are afraid of thinking gender basis:
that the other students will laugh at them if they make
any wrong pronunciation during speaking. The H : There is no significant difference between male and
average response (1.57) also lies between ‘strongly female students’ level of anxiety regarding the English
agree’ and ‘agree’, which is also an observable mark language learning.
of anxiety towards the English language learning.
The average response of Q.9 is 1.98, which lies H : There is a significant difference between male and
between the 1 and the 2 options. It means the female students’ level of anxiety regarding the Englishst nd
students agreed that they feel trouble in learning the language learning.
rules and regulations of the English language. It
shows that they have anxiety regarding the English In the light of these hypotheses, a comparison
language learning. between male and female students’ level of anxiety
The average response (3.30) of Q.10 demonstrates regarding the English language was made in Table 2. The
that they do not want to get rid of the English results revealed significant difference between male and
language whereas they want to continue it willy-nilly female students’ level of anxiety regarding the English
and want to improve it by doing more courses (Q.11). language. The calculated t-value (1) for level of anxiety
The average response (1.63) of Q.11 shows that they was significant at p<0.05 level of significance because this
agreed to do more courses to improve the English calculated t-value does not lie between the accepted
language. region, therefore the null hypothesis (2-H ) was rejected
34 (48.57%) students think that English is not boring and it can be concluded that male and female students’
for them (Q.12). level of anxiety towards the English language was not the
The average responses; 1.78, 1.96 and 1.76 of Q14, 15 same.
and 16 respectively lie between the 1 and the 2st nd
options which show that the students feel According to data presented in Table 3, the average
embarrassment, confusion and lack of confidence response (Q 1) of the Pakistani and Indonesian
regarding the English language learning. students is 1.57 and 1.26 respectively. The
It can be concluded in the light of null and alternative ‘strongly agree’ (option 1) while the Pakistani
hypotheses that our null hypothesis is rejected because students’ average response is closer to ‘agree’
the anxiety regarding the English language learning exists (option 2), which means the Pakistani students’
amongst students. opinion is slightly different than that of the
According to data presented in the Table 2, the According to the responses of Q 2, both the
average response of male and female students is 1.21 Pakistani and Indonesian students have slightly
and 1.55 respectively. The male students’ average different views about the hesitation during speaking
response is closer to ‘strongly agree’ (option 1) while English.
female students’ average response is closer to ‘agree’ It was found, based on findings, that the results of
(option 2) which means the male students’ opinion is the remaining variables are slightly different.
slightly different than that of female students (Q 1).
According to the responses of Q 2, both the male and Moreover, following two types of hypotheses were
female students have almost the same views with the made to compare the level of overall anxiety on country
slight difference about the hesitation during speaking basis:
o
1
o
Indonesian students’ average response is closer to
Indonesian students.
7. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1569
Table 2: Comparison of male and female students’ level of anxiety towards the English Language Learning (n=340).
Male Students (n=176) Female Students (n=164)
Q No Strongly Strongly Average Strongly Strongly Average
(With ref to Table 1) Agree Agree Undecided Disagree Disagree Response Agree Agree Undecided Disagree Disagree Response t-value
1 22 6 0 0 0 1.21 27 11 0 4 0 1.55 1
2 2 10 5 9 2 2.89 9 14 7 12 0 2.52
3 2 8 5 7 6 3.25 3 10 6 21 2 3.21
4 4 16 2 5 1 2.39 10 16 9 5 2 2.36
5 2 12 4 9 1 2.82 5 17 8 10 2 2.69
6 3 7 3 13 2 3.14 3 21 5 11 2 2.71
7 3 7 5 8 5 3.18 5 11 4 15 7 3.19
8 1 5 2 16 4 3.61 5 12 2 16 7 3.19
9 3 7 5 12 1 3.04 4 19 5 11 4 2.88
10 5 4 3 4 12 3.50 5 12 3 9 13 3.31
11 16 8 3 1 0 1.61 23 12 6 1 0 1.64
12 1 0 1 12 14 4.36 4 4 2 12 20 3.95
13 18 9 1 0 0 1.39 21 12 3 1 5 1.98
14 3 7 5 6 7 3.25 6 7 16 6 7 3.02
15 2 9 2 11 4 3.21 4 15 4 12 7 3.07
16 3 5 3 12 5 3.39 3 15 2 18 4 3.12
Table 3: Comparison of the Pakistani and Indonesian Students’ Level of Anxiety towards the English Language Learning (n=340).
Pakistani Students (n=170) Indonesian Students (n=170)
Q No. Strongly Strongly Average Strongly Strongly Average
(With ref to Table 1) Agree Agree Undecided Disagree Disagree Response Agree Agree Undecided Disagree Disagree Response t-value
1 23 8 0 4 0 1.57 26 9 0 0 0 1.26 1
2 5 13 5 12 0 2.69 6 11 7 9 2 2.71
3 3 7 5 15 5 3.34 2 11 6 13 2 2.97
4 7 16 4 6 2 2.43 7 16 7 4 1 2.31
5 5 17 5 6 2 2.51 3 12 7 12 1 2.89
6 3 18 3 9 2 2.69 3 10 5 15 2 3.09
7 6 14 4 6 5 2.71 2 4 5 17 7 3.66
8 4 13 0 11 7 3.11 2 4 4 21 4 3.60
9 6 13 3 10 3 2.74 1 13 7 12 2 3.03
10 3 6 2 4 20 3.91 4 10 4 7 7 2.83
11 22 10 3 0 0 1.46 17 10 6 2 0 1.80
12 4 4 0 13 15 3.97 1 0 3 11 20 4.40
13 16 13 2 0 4 1.94 23 8 2 1 1 1.54
14 6 11 12 2 4 2.63 3 3 9 10 10 3.60
15 4 13 1 11 6 3.06 2 11 5 12 7 3.49
16 5 10 2 13 5 3.09 1 9 3 18 4 3.43
H : There is no significant difference between the DISCUSSION AND CONCLUSIONo
Pakistani and Indonesian students’ level of anxiety
towards the English language learning. With regard to the results of this study, it can be
H : There is a significant difference between the Pakistani regarding the English language learning. Previous1
and Indonesian students’ level of anxiety towards the researches [41, 48, 49] support these findings. The
English language learning. students state that learning English is really great for them
In the light of these hypotheses, a comparison worry about the taunt of the teacher in case they could
between the Pakistani and Indonesian students’ level of not understand what the teacher says in the English
anxiety regarding English language was made in Table 3. language. The majority of the students thinks in their
The results revealed a significant difference between the mother tongue first and then tries to translate it into
Pakistani and Indonesian students’ level of anxiety English while writing or speaking. They also feel trouble
regarding the English language. The calculated t-value (1) when they have to speak to a native speaker or without
for level of anxiety was significant at p<0.05 level of preparation. They are afraid of their teachers and fellows
significance because this calculated t-value does not lie that they would laugh at them in case of any wrong
between the accepted region, therefore the null pronunciation during speaking English with others. They
hypothesis (2-H ) was rejected and it can be concluded also feel trouble in learning the rules and regulations ofo
that the Pakistani and Indonesian students’ level of the English language. Therefore, they need more courses
anxiety towards the English language was not the same. to improve English. The majority of the students think
concluded that the overall students have anxiety
but they feel hesitation during speaking in English. They
8. Middle-East J. Sci. Res., 18 (11): 1563-1572, 2013
1570
that learning English is boring; that is a clear indication of doing this, they would be able to remove language
anxiety towards the English language learning. They also anxiety. The teachers should also help and encourage the
feel embarrassment to answer the questions in English students to learn English more and more, in this way the
voluntarily. They also become nervous and confused students would be able to minimize the anxiety towards
when they speak in English. They never feel confident the English language learning.
when they speak in English. All the above-mentioned Given the situation, that anxiety is prevalent in an
results show that they feel anxiety regarding the English English language classroom in Pakistan and Indonesia;
language learning. The results are similar to the findings teachers must pay more attention to it. They should try to
of Krashen [50, 51] who concluded that the English create a relaxed atmosphere for students, which can make
language learning creates risk, extroversion, introversion, them feel confident to speak or express their views in
field dependence and anxiety among students. English.
Subsequently, the students are unable to achieve a high
level of proficiency in English. The findings of another ACKNOWLEDGEMENTS
study conducted by Carrier [52] revealed that the
students have complications in communication skills of It is our pleasure to thank Elaine K. Horwitz,
the English language that is inevitably due to the existing Professor and program area advisor; department of
element of the language anxiety. Mesthrie [53] revealed in curriculum and instruction; foreign language education at
his study that English, as a foreign/second language The University of Texas at Austin, USA, who furnished
remained a problematic language and one of the major us permission to use FLCAS for the present study.
factors in creating high level of anxiety among students.
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