LEARNING English is a tedious process, especially if it’s a second language for

speakers. Language anxiety affects the learning process in a delicate way. Anxious

learners may show a lack of interest in learning English in the classroom. They may sit

in the back of the class to avoid eye contact with teachers. As the country aspires to

attain developed nation status by 2020, it is imperative that it has a generation of people

who can communicate in English to enable it to compete on the international platform.

The government has realised the importance of English in securing business deals. It is

taking steps to achieve this vision, such as recruiting native speakers from other

countries to be master teachers in government schools. Research reveals that students’

weakness in English can be attributed to attitude, geographical location and ethnicity.

Many of my friends from local universities still can’t master the language. Their inability

to speak in public, lack of initiative to enhance their ability, and lack of confidence are

some of the problems learners face. Literature components have been added to the

syllabus to make the subject enjoyable, and different activities have been promoted to

encourage students to use English more often, for example, choral speaking, essay-

writing and storytelling competitions. Despite all these efforts, the standard of English

among students has yet to improve. As an English language teacher of 11 years, I have

discovered that some problems stem from different types of anxiety-connected

behaviours when learning a second language, such as lack of participation,

nervousness and less willing to communicate. The contents of the English examination

in secondary schools focus on writing, vocabulary, grammar, reading, comprehension

and essay writing. Listening, comprehension and speaking are excluded, and not much

emphasis is given to these two skills. Students spend most of their time on grammar,

writing and vocabulary skills rather than oral practice, such as speaking and

pronunciation. As such, they are not given much opportunity to practise speaking the

language. The pressure of getting good grades for the written examination makes

students lose interest. Teachers should assure their students that making mistakes is a

part of language learning. They can help by giving the topic for the lesson beforehand

so that the students can prepare for the lesson. Supervision is important as this will help

teachers determine why students perform poorly. However, it is not easy for teachers to

handle anxious learners, more so when it is a second language. Ideally, the classroom

environment should be stress-free so that the students are motivated to learn