English Language Learning Anxiety Among Malaysian Leaners

By [Mohd Daniel Haziq Roshidi1, Muhammad Izuan Baharom2], Universiti Selangor.

2020.

1.0 Introduction

Second language learning anxiety, specifically in English language, is a problem

that has been plaguing language learners around the world.. Speaking is notably the
most prominent source of anxiety in language learning, supported by the fact that it has
been cited as the most anxiety-inducing skill to acquire (Öztürk & Gürbüz, 2013). The
fact that most Malaysian still face difficulty in producing sentences in English and
speaking in English is puzzling, despite the fact that they have been exposed to this
language since kindergarten. A majority of Malaysian English language learners have
difficulty in producing English sentences as they express a reluctance in speaking
English, despite the fact that English has been dubbed as the national second language.

2.0 Background of Study

Malaysia is a multi-ethnic country and its learners comprise three major ethnic
groups: Malay, Chinese and Indian. Their first language usually depends on their
ethnicity. The medium of instruction for Malaysian learners differ between national and
national-type schools. National school uses Malay while national-type uses either
Mandarin or Tamil. Nevertheless, both types of school make it compulsory for learners
to take English as an additional language subject.

3.0 Problem Statement

Despite years of formal learning of English, Malaysian learners are still

influenced by factors which may cause a reluctance to speak English. According to
official statistics, barely 50 percent of Malaysians are literate in English, while up to 90
percent can speak, read and write Malay which is widely used in Southeast Asia
(Richardson, 2002). In order to solve this problem, it is imperative to study the factors
that inhibit Malaysians in learning English before any solutions can be proposed
accordingly.
3.0 Research Objectives

1. To identify the factors which influences English Language Learning Anxiety of

Malaysian learners.
2. To identify the strategies in supporting Malaysian learners with English
Language Learning Anxiety.

4.0 Research Questions

1. What are the factors influencing English Language Learning Anxiety of

Malaysian learners?
2. What are the strategies to support Malaysian learners with English Language
Learning Anxiety?
5.0 Literature Review

The term ‘language anxiety’ can be defined as a complex that derives from how
one perceives themselves, their feelings and beliefs, as well as their attitudes when
faced with an unfamiliar language learning environment (Horwitz et al., 1986). This
definition accurately describes the current environment of English language learning for
Malaysian learners.

Many studies have been conducted in Asia on second language anxiety. For
instance, a study conducted on English language learners in Malaysian higher education
institutes reported that the learners faced difficulties in expressing themselves using
English language, resulting in visible nervousness during interview sessions (Hashima,
2007). Moreover, the learners attributed this difficulty to their limited usage of English
language and that it was only relevant in a classroom learning environment, such as
work presentations and written assignments. Thus, English language as well as the
anxieties that come with it are negatively associated with classroom performance which
is detrimental to language learning.

Due to the cultural differences between their usual classroom environment and
the language learning environment, second language learners tend to exhibit certain
attitudes towards learning English. These learners react positively when exposed to
positive experiences during the language learning process and when the contrary
happens, they react by being apprehensive thus resulting in poor performance. Simply
put, the attitudes they take towards the language learning process heavily determine
their overall performance in said process. This is because attitude involves both
emotional and cognitive factors. This phenomenon can be alleviated by having learners
perceive teachers to be supportive and understanding of them, thus reducing their
anxiety (Abu-Rabia, 2004).

Although experiencing the feeling of language anxiety is par for the course with
second languge learning (Horwitz, 2000), MacIntyre and Gardner argued that the
feeling is derived from the learner as a result of negative learning experience in a formal
classroom environment (cited in Ellis, 1994). The negative experience is detrimental in
the way that it can hinder the development of language acquisition, language retention,
and language production (MacIntyre & Gardner, 1991, p. 86). These negative
experiences manifest themselves in the language classroom as reluctance in using
second language as they favor using their native tongue, failure in responding to
instruction, and having their mistakes told off in class. Hence, they are constantly
apprehensive and anxious which leads to minimal participation in the language learning
process.

6.0 Methodology

6.1 Research Method and Participants

This research is carried out through a quantitative method using questionnaires.

This method was chosen for its practicality and cost-effectiveness. The target

participants of this research are Malaysian learners from the three main races; Malay,

Chinese and Indian.

6.2 Process and Research Tools

This research is conducted using an English Language Anxiety Scale (ELAS)

questionnaire, which was developed from the Foreign Language Classroom Anxiety

Scale (FLCAS) questionnaire (Horwitz, Horwitz & Cope, 1986). The questionnaire was

distributed online using a Google Form. The questionnaire consisted of 33 questions

related to language anxiety was adopted from Hanimarlia Hassan (2010) and responses

were measured using a 5-point Likert scale ranging from strongly disagree (1) to

strongly agree (5).

7.0 Data Analysis

A total of 30 responses were obtained from the online questionnaire. In order to

achieve the objectives of the research, the data obtained from the online questionnaire is
analysed according to its sections. There are four sections that will be analysed in order
of the following: Ethnicity, Communicative Apprehension, Fear of Negative
Evaluation, and Test Anxiety.

7.1 Ethnicity

Ethnicity of Participants

23%

50%

27%

Malay Chinese Indian

Figure 7.1.1: Distribution of Participants According to Ethnicity

According to Figure 7.1.1, findings show that out of 30 respondents, 15 (50%)

are Malay, 8 (27%) are Chinese, and 7 (23%) are Indian. Based on the distributed online
questionnaire, a majority of the respondents are Malay with a mode value of 15. Thus,
this data implies that Malay respondents are more susceptible to English Language
Anxiety compared to Chinese and Indian.
7.2 Communicative Apprehension

The term ‘Communicative Apprehension’ is defined as an individual’s level of

fear or anxiety when they engage in or anticipate communication with another
individual (Mejia, Appelbaum & Trotter, 1991). There are 17 questions concerning
‘Communicative Apprehension’ in the questionnaire. The mean value of each question
is calculated to obtain the overall mean for this section.

Overall Mean 4.0

Table 7.2.1: Overall Mean of ‘Communicative Apprehension’ Section

According to Table 7.2.1, the overall mean of questions concerning

‘Communicative Apprehension’ has a value of 4 which is an ‘agree’ on the Likert-type
scale. This indicates that ‘Communicative Apprehension’ is a prevalent factor among
Malaysian learners as a source of English Language Anxiety.

A strategy that a teacher can take in supporting learners with communicative

apprehension is by providing opportunities for learners to develop their speaking skill
(Nagahashi, 2007). This means that teachers should design lessons that allow learners to
talk in small groups of supportive peers as they cooperate with each other in the
language learning process.

7.3 Fear of Negative Evaluation

The term ‘Fear of Negative Evaluation’ is defined as feeling worried or anxious

over being evaluated negatively by someone or from expectations of a negative
evaluation (Watson & Friend, 1969). There are 9 questions concerning ‘Fear of
Negative Evaluation’ in the questionnaire. The mean value of each question is
calculated to obtain the overall mean for this section.

Overall Mean 4.0

Table 7.3.1: Overall Mean of ‘Fear of Negative Evaluation’ Section
 According to Table 7.3.1, the overall mean of questions concerning ‘Fear of
Negative Evaluation’ has a value of 4 which is an ‘agree’ on the Likert-type scale. This
indicates that ‘Fear of Negative Evaluation’ is a prevalent factor among Malaysian
learners as a source of English Language Anxiety.

There are several strategies that a teacher can take in supporting learners with
fear of negative evaluation. Firstly, teachers should provide learners with a sense of
security (Stevick, 1980). This means that teachers should explicitly remind learners that
mistakes are inevitable in the language learning process. Next, teachers should aim to
build a supportive and friendly classroom. This means that students should be
encouraged to express their fears and anxieties regarding the language learning process
with their peers (Oxford, 1999). This is in order for them to realize that they are not
struggling alone and they can find comfort in sharing their frustrations with their peers
who may be struggling with the same thing.

7.4 Test Anxiety

The term ‘Test Anxiety’ is defined as a feeling of anxiety stemming from a fear
of poor performance, especially during situations involving academic evaluation
(Gardner & MacIntyre, 1989). There are 7 questions concerning ‘Test Anxiety’ in the
questionnaire. The mean value of each question is calculated to obtain the overall mean
for this section.

Overall Mean 4.0

Table 7.2.1: Overall Mean of ‘Test Anxiety’ Section

According to Table 7.2.1, the overall mean of questions concerning ‘Test

Anxiety’ has a value of 4 which is an ‘agree’ on the Likert-type scale. This indicates
that ‘Test Anxiety’ is a prevalent factor among Malaysian learners as a source of
English Language Anxiety.

There are several strategies that a teacher can take in supporting learners with
test anxiety. Firstly, teachers should accurately reflect the course content to tests
(Young, 1991). This mean that students will only be tested on what they have been
taught in class; thus as long as they have paid attention in class, they should develop
less test anxiety. Next, teachers should clearly inform the students the following before
administrating tests on students: aims of the test, contents of the test, method of
working, and the number of questions. This is because students should be less anxious
of the test since they are already familiar with the testing format (Alcala, 2002).

8.0 Recommendations

Based on the findings, there are several limitations to the research thus the
researcher would like to recommend several ways in overcoming them for future
studies. First of all, due to difficulty of finding willing participant, the researcher was
unable to conduct a qualitative method of data collection to further support the existing
quantitative data. This difficulty is attributed to the current pandemic and how the
public is concerned over maintaining social distancing. Thus, once this pandemic settles
down, future research should include interview sessions with Malaysian learners to
reinforce the validity of the quantitative data.

Next, due to time constraints, the researcher was only able to lightly touch on the
subject of ethnicity being a factor which influences English Language Anxiety.
Therefore, this should be investigated even further as the different first language and
medium of instruction between the three main races of Malaysia could be a major factor
in learners developing English Language Anxiety.

9.0 Conclusion

In conclusion, communicative apprehension, fear of negative evaluation, and

test anxiety are identified as the factors which influence English Language Learning
Anxiety among Malaysian learners. There are also several strategies provided that can
be utilized by a teacher in supporting their learners in overcoming each factor to reduce
their English Language Learning Anxiety. Several research limitations were
acknowledged and recommendations were made concerning them in order to develop a
more concise study.