Factors Contributing to Communication Apprehension among Pre-University Students

Abstract

This paper intends to investigate factors which may contribute to communication apprehension among English language learners in Sarawak, Malaysia. 49 pre-university students under a special programme called 'Changing the Destiny of Our People' (Mengubah Destini Anak Bangsa) participated in the study. They were chosen as their English course puts a heavy emphasis on speaking skills. Additionally, the course also expects the students to participate in both individual and group speaking tests. The data were gathered via a questionnaire and semi-structured interview. Generally, it was found that the learners disliked group discussions and were uncomfortable speaking in English. The learners were seemingly unprepared and unaware of the presentation organization. They were also found to display nervousness when asked to present in front of their classmates from the opposite gender. Finally, the learners were also not confident with their ability to pronounce English words correctly.

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

“…Speaking in English can be tough for English language learners, especially if they do not have a solid command of the language (Tom et al, 2013). Speaking is a fundamental language skill that allows a person to engage and socialise with those in his or her immediate social circle.…”

“…When asked to give a presentation in front of peers of the opposing gender, they were similarly found to be nervous. Finally, the pupils were unsure about their capacity to speak English words correctly (Tom et al, 2013). School teachers enrolling in a master's degree programme, according to Badrasawi et al (2020), experienced anxiety due to speaking nervousness, fear of bad assessment, and worry of making mistakes.…”

Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language

“…Also, there is lack of English language practice among these students (Rosli Talif & Jayakaran Mukundan, 1994;Jamali Ismail & Hasliza Aris, 2002). Despite the fact that "Malaysian people in general accept and acknowledge the role of English as the national second language in Malaysia and its important role as a language of communication within the globalized society" (Abu Bakar, 2013, p.3), many students view English as a foreign language which is spoken only during language lessons (Tom, Aiza, Awang & Siti, 2013).…”

“…Despite the fact that "Malaysian people in general accept and acknowledge the role of English as the national second language in Malaysia and its important role as a language of communication within the globalized society" (Razali, 2013, p.3), many students view English as a foreign language which is spoken only during language lessons (Tom, Aiza, Awang, & Siti, 2013). While students in urban areas tend to have better proficiency level of English as compared to students studying in rural areas (Rosli Talif & Jayakaran Mukundan, 1994;Jamali Ismail & Hasliza Aris, 2002), Malaysian students who are staying in remote or rural areas fail to see the need to use English in their life.…”

“…For this reason, English plays a significant part in Malaysian Education system, where it is regarded as a second language and a language of knowledge, which can help Malaysians gain better employment and thus gain better social status. However, many students view English as a foreign language, which is spoken only during language lessons (Tom, Aiza, Awang & Siti, 2013). Despite the fact that the learning of English is supposed to prepare individuals for the real world, Hiew (2012) claims that the eleven years of learning the English language does not do much help in improving the proficiency of the majority of Malaysian students.…”