Language Anxiety among Gifted Learners in Malaysia

Kamarulzaman, Mohd Hasrul; Ibrahim, Noraniza; Yunus, Melor Md; Ishak, Noriah Mohd

doi:10.5539/elt.v6n3p20

Cited by 26 publications

(20 citation statements)

References 31 publications

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“…Saito et al (1996) argued that the level of the anxiety which the students experience in the beginner, intermediate and advanced level has a negative correlation with the grades which the students obtain in the exams. Kamarulzaman et al (2013) investigated the correlation between anxiety and the performance among gifted learners in Malaysia and the result revealed that anxiety correlates negatively with gifted learners' performance.…”

Section: Foreign Language Anxiety and Academic Achievementmentioning

confidence: 99%

“…The relationship between FLA and the performance of the students has been widely examined by many scholars who agreed that foreign language anxiety affects the students' performance negatively (MacIntyre & Gardner 1991;Horwitz et al 1986;Phillips 1992;Kamarulzaman et al 2013). …”

Section: Foreign Language Anxiety and Academic Achievementmentioning

confidence: 99%

“…10, No. 2;2017 Another study is conducted by Kamarulzaman et al (2013) in UKM, Malaysia to investigate anxiety among gifted learners. One of the aims was to investigate the difference in the level of anxiety between males and females.…”

Section: Foreign Language Anxiety and Gendermentioning

confidence: 99%

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Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

Razak¹,

Yassin²,

Maasum³

2017

ELT

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This study aimed to investigate the gender differences in terms of anxiety among Yemeni university EFL learners. It also aimed to investigate the correlation between the level of anxiety and the academic achievement of the students. The participants of this study were 155 students chosen from the population through stratified random sampling. The participants are selected from English Department, Faculty of Arts, Ibb University, Yemen. The data was collected by using a questionnaire adopted from Yassin (2015), and the data was analysed by using 22nd version of the SPSS. The data of the first question was analysed by using T-test and the result of the analysis showed that the females experienced higher level of anxiety than male students, but the difference between both groups is not significant. The second question was analysed by using Pearson Product Moment Correlation and the result showed that there is not significant correlation between the level of anxiety and the academic achievement of the students.

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Section: Foreign Language Anxiety and Academic Achievementmentioning

confidence: 99%

Section: Foreign Language Anxiety and Academic Achievementmentioning

confidence: 99%

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Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

Razak¹,

Yassin²,

Maasum³

2017

ELT

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“…This kind of feeling is often associated with negative outcomes. Particularly, anxiety has long been discussed and regarded as a significant factor influencing learning performances and achievement (Kamarulzaman et al, 2013;SHEU, 2017). Sieber et al (1977) define anxiety as "a set of process having to do with awareness of the possibility of failure (by whatever subjective standard), and with attempts to resist that awareness, or to cope."…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the Impact of English Picture Books on EFL Learners Anxiety in Taiwan

Yang

2019

Humanities and Social Sciences Letters

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English picture books have been claimed to raise EFL learners" learning motivation and to promote independent learning and thinking. However, there is little research focusing on the effect of English picture books on tertiary learners. The study involved 25 participants; the study time was one-semester long. The instruments for the study were a set of questionnaires related to learners" background, perception and attitude attempting to examine respondents" attitude towards English picture books and language learning anxiety. Each participant was required to read English picture books during the class and after reading; they had to write down feedback or thoughts. On-site teacher observation and post-interviews were also conducted after the study. The findings showed a difference in language learning anxiety. They felt less anxious and more confident in learning English. This study results provide evidence that English picture books play an influencing role lowering the EFL learners" language anxiety and enhancing positive attitude towards English learning. It is suggested that English picture books can serve as good learning resources for low-proficient EFL adult learners. Contribution/Originality: Previous studies have although focused on picture books and young learners; however, in this current study, college learners" learning anxiety is the focus to examine how picture books can reduce this anxiety particularly in an EFL context and that of learners with low-proficiency.

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“…(1986) mendefinisikan kebimbangan bahasa sebagai bentuk perasaan yang kompleks yang terdiri daripada persepsi kendiri, keyakinan diri, perasaan, dan tingkah laku berkaitan dengan pembelajaran bahasa di dalam kelas dan ia muncul daripada proses pembelajaran bahasa tersebut. MacIntyre & Gardner (1994) (Horwitz et, al., 1986;MacIntyre & Gardner, 1991;Mohd Hasrul et,al., 2013). Ini membawa maksud bahawa semakin tinggi kebimbangan yang dialami oleh pelajar, maka semakin rendah pencapaian atau hasil pembelajaran bahasa yang diperolehi oleh pelajar.…”

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Kebimbangan Berbahasa Lisan Murid Bahasa Arab Di Sekolah Menengah Agama Di Malaysia

Rasit¹

2019

Jurnal Administrasi Pendidikan

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Anxiety is an affective factor that plays an important role in affecting the mastery and achievement of a language learning. It should be emphasized because the process of language teaching and learning depends on students' level of emotional readiness and cognitive ability.This study aimed to explore the level of language anxiety in Arabic listening and speaking skills among Malaysian secondary school students in Malaysia. To this end, a set of Likert-scale questionnaires was distributed to 500 fourthgrade students in 20 religious secondary schools who were randomly selected randomly based on their zones in Malaysia. This study was quantitative by using descriptive data analysis. The findings indicate that the level of Arabic language proficiency in listening skills, in general, is in the medium to high level of value (Min = 3.48; SP = 0.64) and that the level of spoken anxiety is also in the medium to high level (Min = 3.29; SP = 0.57). This study suggests that teachers should always be aware of the students' psychological needs by always motivating, encouraging and using effective teaching methods so that their concerns about learning Arabic can be overcome. Selecting appropriate Arabic language learning techniques and strategies among students can also overcome the language anxiety problem among them.

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Language Anxiety among Gifted Learners in Malaysia

Cited by 26 publications

References 31 publications

Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students

Investigating the Impact of English Picture Books on EFL Learners Anxiety in Taiwan

Kebimbangan Berbahasa Lisan Murid Bahasa Arab Di Sekolah Menengah Agama Di Malaysia

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