This paper discusses a study proposed to analyze technology affecting English Language Teaching (ELT). To begin with, English is an important language in a society where it acts as a bridge to connect different races in a society. However, in the circumstance of 21st-century education specifically for English Language Teaching (ELT) which has been affected by Industrial Revolution 4.0, technology plays an important part as it offers the potential to enhance teaching processes and facilitate the learning of English as Second Language (ESL). For this purpose, Technology Pedagogy Content Knowledge (TPACK) paves a way to determine the correlation between technology, pedagogy and content knowledge among the English teachers on how they incorporate these technology tools in their English teaching. Hence, because of this reason, English teachers will answer a TPACK questionnaire which was adapted from two different questionnaires to understand further how English teachers employ the technologies in ELT. Therefore, by holding on to this purpose, a questionnaire was adapted from two different major questionnaires that related to TPACK. As neighbour to the previous sentence, this research was about this adapted questionnaire that had gone through content validation by experts with more than 10 years of teaching experience in English subject. The methodology that had been used in this research was quantitative method. The data obtained was presented in the form of descriptive statistics and was analyzed by using Microsoft Excel to calculate the Content Value Index (CVI) and Kappa Values for validity. Also, the data was presented in the form of table as it can eliminate any incomprehensibility that arises in interpreting the data. Thus, as the result, the finding of this research had supported the face and content validity and this proved that the result had high reliability and validity. Hence, this adapted questionnaire will be further research in a pilot study to test the efficiency of this instrument.

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This paper discussed a study proposed to analyse the critical factors affecting English language anxiety among upper secondary students in selected schools in Malaysia. In countries where English is taught formally as second language, learners faced different levels of anxiety and by individually they had developed specific types of anxiety in learning the English Language. Also, where English was taught as formal school subject, school climate was considered as one of the variables that affects English Language anxiety. Another factor with regards to rapid globalization and modernization was teacher's competency in utilizing technological tools which was also a concern that affects English Language Anxiety. The objective of the research was to study the relationship between school climate and Technology, Pedagogy, and Content Knowledge (TPACK) in affecting English Language Anxiety. An amount of 315 student participants will answer an adapted questionnaire known as the English Language Classroom Anxiety Scale (ELCAS) and a self-developed questionnaire known as School Climate English Language Anxiety (SCELA). Meanwhile, the English Language teachers involved in the study will answer an adopted questionnaire Technology Pedagogical Content Knowledge (TPACK). The data obtained from all three questionnaires will be presented in the form of descriptive statistics and will be analysed using the Statistical Package for Social Science (SPSS) software version 22.