English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia

Abstract

Second Language Writing Anxiety (SLWA) is considered one of the most crucial factors affecting all second language learning. This study focused on a group of final year Engineering students' English Language writing anxiety (N=93) in relation to their gender, race and MUET results. The findings showed that the the male gender, Chinese and MUET band 4 participants faced higher levels of anxiety as compared to the other groups respectively. Somatic anxiety was recorded to be the highest subscale of anxiety faced by most of the participants. The findings of this study can help in making suitable amendments in the engineering programme course structure, especially in determining the suitable English papers to be offered to the students.Keywords: English as a second language, language anxiety, second language writing anxiety, second language writing anxiety inventory, somatic anxiety, avoidance behaviour, cognitive anxiety

Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students

“…The language learning anxiety of engineering students as learners of English as a foreign language has been investigated in relation to a range of factors, such as gender, experience of speaking English with foreigners, and duration of English learning (Khunnawut 2011). It has also been reported that engineering students experience somatic anxiety when learning English (Min & Rahmat 2014). This most common form of language learning anxiety refers to 'one's perception of the physiological effects of the anxiety experience, as reflected in increase in arousal of unpleasant feelings, such as nervousness and tension' (Cheng 2004, p. 316).…”

“…The aim was not to generalise. Following the focus of previous studies (Khunnawut 2011, Min & Rahmat 2014, the researchers were simply interested in factors that might explain language learning anxiety in engineering students as learners of English.…”

“…However, other studies found that anxiety might, in fact, carry a facilitative or enhancing influence on language learning performance (Tsai & Chang 2013, W. Zhang & Liu 2013. There had also been efforts to trace the sources of language anxiety among engineering students (Khunnawut 2011, Min & Rahmat 2014.…”

“…In this study, the researchers queried on the impact of language learning anxiety on writing and speaking performance in the context of engineering students as learners of L2 English. Language learning research in similar contexts (Borlongan & Quinto 2015, Khunnawut 2011, Min & Rahmat 2014, Quinto 2015, Quinto & Castillo 2016 have led to interesting insights, given that this group of learners generally would 'attend more to technical subjects, and less to non-technical courses' (Macayan & Quinto 2015, p. 68), such as Academic English.…”

Exploring English Speaking Anxiety Among Filipino Engineering Students: Its Influence on Task Performance and Its Sources

“…The phenomenon had been investigated in relation to a range of factors, such as gender, experience of speaking English with foreigners, and duration of English learning (Khunnawut, 2011). It had been reported that engineering students experience somatic anxiety when learning English (Min & Rahmat, 2014). This most common form of language anxiety refers to 'one's perception of the physiological effects of the anxiety experience, as reflected in increase in arousal of unpleasant feelings, such as nervousness and tension' (Cheng, 2004, p. 316).…”