Perceived Psychological, Linguistic and Socio-Cultural Obstacles: An Investigation of English Communication Apprehension in EFL Learners

Malik, Sameena; Huang, Qin; Oteir, Ibrahim Naser

doi:10.29333/iji.2021.14442a

Cited by 16 publications

(19 citation statements)

References 22 publications

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“…For many foreign language learners, speaking and communicating can be intimidating and can lead to a traumatic experience which is due to several variables. The study by Malik et al (2021), investigated the variables affecting English communication apprehension and anxiety in EFL learners and examined the barriers inducing it. This observation has identified three main categories of perceived limitations which are psychological, linguistic and socio-cultural hindrances.…”

Section: Statement Of Problemmentioning

confidence: 99%

Foreign Language Classroom Anxiety Scale (FLCAS) Working Title: What Causes Foreign Language Anxiety?

Ismail¹,

Isa²,

Zakaria³

et al. 2022

IJARBSS

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Learning a foreign language can be challenging to many students. Having to familiarize oneself with an entirely new language and culture is not an easy task to do. This causes anxiety among learners while attending foreign language lessons. Thus, this study is done to investigate the causes of the students' anxiety upon learning foreign language. 120 respondents from a public university in Malaysia composed of three different French class levels participated in answering this survey. Adapted from Horwitz, Horwitz, and Cope (1986), the survey includes communication apprehension, test anxiety and negative evaluation as tools to measure student's anxiety scale. The survey revealed that the three tools mentioned above are certainly causing learners to be anxious during foreign language lessons. Findings from this quantitative research also projected students' anxiety scale through means score accordingly with negative evaluation coming as the highest total mean of 3.25. In the face of students' profound anxiety, educators' role is crucial in minimizing students' worry so that it will not affect students' study.

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Section: Statement Of Problemmentioning

confidence: 99%

Foreign Language Classroom Anxiety Scale (FLCAS) Working Title: What Causes Foreign Language Anxiety?

Ismail¹,

Isa²,

Zakaria³

et al. 2022

IJARBSS

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“…Daly [35] observed that the fear of delivering a public speech exceeded phobias like the fear of elevators, heights or snakes. Moreover, it has been proved that speaking anxiety has a negative impact on a learner's achievement and performance [36][37][38]. Sato [39] said that learners speak better and more effectively when their anxiety level decreases.…”

Section: Foreign Language Speaking Anxietymentioning

confidence: 99%

The Relationship between the Socio-Economic Status and Students’ Speaking Anxiety: A Study of Saudi EFL Students

Oteir¹,

Al-Otaibi

2022

ijirss

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Speaking is a complex production process involving several socio-psycho-cognitive factors and studying how these factors impact students' performance in English-speaking courses might lead to recommendations to enhance their speaking ability. Therefore, the objectives of the study are to examine the level of Saudi EFL learners’ speaking anxiety and to investigate the relationship between speaking anxiety and the socio-economic status of Saudi Arabian students. Multiple regression was used to analyze the data in a quantitative research design to achieve those objectives. A questionnaire was used as the main tool for gathering data from 118 students at Betterjee Medical College in Jeddah. The results revealed that most Saudi EFL students experience a common problem of speaking anxiety in their English language classes. Another striking finding that has been found in this study was the significant and negative relationship between speaking and the student's socio-economic status which means that socio-economic status could be a crucial factor in speaking anxiety. The study’s findings have some implications for EFL practitioners who work with and facilitate EFL students’ efforts to overcome speaking anxiety particularly in a setting where the students are from varied socio-economic backgrounds.

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“…It is found that communication apprehension is found to be the most impactful factor of anxiety among the three subscales of anxiety listed in this study as perceived by the respondents with a mean value of 2.25. The second most impactful factor is fear of negative evaluation, which has a mean value of 2.21, and the least impactful subscale is test anxiety, with a mean value of 2.11. if we relate the first factor to research from Malik et al (2021), then it is related to personality traits, low language proficiency, perceived academic issues, scholastic competence, poor pronunciation, and above all lack of lexical knowledge. Other research from Szuber (2008) stated that there is a social isolation factor that surrounds the lives of immigrants, especially refugees.…”

Section: Factors Of Foreign Language Anxiety and How To Deal With It?mentioning

confidence: 99%

Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia

Abadi

Shalihah

Ramdani

et al. 2022

IJECA

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Owing to legislative restrictions, Malaysia cannot provide education for refugee children. Instead, the state invites numerous parties, including NGOs, to construct alternative refugee schools. Because education for refugees is an alternative, the goal is directed at practical skills to help refugees work and integrate with Malaysian society or the following country for future resettlement. All of Malaysia's alternative schools for refugees place a strong emphasis on English language acquisition. Even with free education, refugee children struggle to learn English as a Second Language. Psychological phenomena, such as language anxiety, trigger obstacles in learning English. However, learning about language anxiety in the context of alternative education in Malaysia has rarely been studied. Using the mixed-method methodology (MMR) brings about post-positivism and interpretivism. This study had two goals: (1) bridging research gaps on anxiety in learning English as a second language from the viewpoint of alternative school actors and students in refugee communities; and (2) providing solutions for alternative education for refugee communities in Malaysia to understand and address foreign language anxiety. Our study focuses on refugee students from three alternative schools in Klang Valley: the United Learning Center (ULC), Save School Malaysia, and Refugee Academy. The quantitative technique used 92 students to complete the English language classroom anxiety scale (ELCAS), derived from the Foreign Language Classroom Scale (FLCAS). In addition, we interviewed two persons and one teacher from each school for the qualitative approach. For data analysis, we used SPSS 19 for a quantitative and interpretive approach to the qualitative data. Qualitative results indicate that refugee children from three Klang Valley alternative schools experienced medium foreign language learning anxiety. Most refugee children were anxious about English courses, regardless of gender or stream group, emphasizing the necessity for educators and other stakeholders to understand refugee children's anxiety levels and take action with extensive knowledge of anxiety and compassion. Counsellors must also work with teachers to create interventions to assist refugee children in handling their anxiety while studying English. Finally, instructors must use fascinating teaching approaches to minimize refugee children's anxiety, motivate them with emphaty and compassion,and avoid overcorrection.

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Perceived Psychological, Linguistic and Socio-Cultural Obstacles: An Investigation of English Communication Apprehension in EFL Learners

Cited by 16 publications

References 22 publications

Foreign Language Classroom Anxiety Scale (FLCAS) Working Title: What Causes Foreign Language Anxiety?

Foreign Language Classroom Anxiety Scale (FLCAS) Working Title: What Causes Foreign Language Anxiety?

The Relationship between the Socio-Economic Status and Students’ Speaking Anxiety: A Study of Saudi EFL Students

Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia

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