i

Faculty of Cognitive Sciences and Human Development

Language Anxiety in learning English among

undergraduates in UNIMAS

Lee Yung Fook

Bachelor of Education with Honours

(Teaching of English as a Second Language)

2009

ii

Language Anxiety in learning English among undergraduates in

UNIMAS

by

Lee Yung Fook

(14346)

Bachelor of Education with Honours (TESL)

Centre for Language Studies

Universiti Malaysia Sarawak

APRIL 2009

iii

A project entitled Language Anxiety in learning English among undergraduates in

UNIMAS was written by Lee Yung Fook and submitted to the Centre for Language

studies in fulfilment of the requirements for the degree of Bachelor of Education with

Honours.

(English as a Second Language)

It is hereby confirmed that the student has

done all the necessary amendments

of the project for acceptance.

_______________________

(Signature of Supervisor)

_______________________

(Name of Supervisor)

Date: __________________

iv

ABSTRACT

LANGUAGE ANXIETY IN LEARNING ENGLISH AMONG

UNDERGRADUATES IN UNIMAS

Lee Yung Fook

This study aimed at finding out the language anxiety level and major factor causing

language anxiety in UNIMAS. This study aimed to find out the language anxiety

level, whether there are differences in anxiety level among undergraduates in

UNIMAS in terms of gender, proficiency level and stream. This study also was set

out to investigate the major factor that caused anxiety among sample. Self-rating

questionnaire was used to probe levels of language anxiety and major language

anxiety factor of 226 respondents, who were undergraduates from seven faculties in

UNIMAS. The results showed that majority of the students encountered average level

of language anxiety. 73.7% of the students experienced moderate level of language

anxiety. The result revealed that variable gender did not influence the anxiety levels

of 88 males and 138 females. Variable stream also did not influence the anxiety levels

of 129 art students and 97 sciences students. However, the result showed that variable

of proficiency levels influenced the anxiety levels of 113 high proficiency students

and 113 low proficiency students. Low proficiency students have higher anxiety level

from those high English proficiency students. The result revealed that three factors

have contributed to their anxiety, namely fear of failing, lack of preparation, and lack

of confidence. Fear of failing the class is the major factor of language anxiety.

v

ABSTRAK

KERESAHAN DALAM PEMBELAJARAN BAHASA INGGERIS DI

KALANGAN MAHASISWA DAN MAHASISWI DI UNIMAS

Lee Yung Fook

Kajian ini telah menyelidik tahap keresahan bahasa dan faktor utama yang

menyebabkan keresahan bahasa di kalangan pelajar di UNIMAS. Kajian ini bertujuan

untuk menyelidik tahap keresahan bahasa, perbezaan dalam tahap keresahan antara

pelajar UNIMAS dengan pembolehubah jantina, tahap kemahiran bahasa, dan aliran

sains atau sastera. Kajian ini juga diwujudkan untuk menyelidik faktor utama yang

mengakibatkan keresahan antara sampel. Soal kaji bentuk laporan sendiri berkaitan

dengan keresahan bahasa dan faktor keresahan bahasa utama diedarkan kepada 226

responden yang terdiri daripada pelajar dari tujuh fakulti di UNIMAS. Keputusan

menunjukkan purata pelajar mengalami tahap keresahan sederhana. Keputusan

menunjukkan pembolehubah jantina tidak mempegaruhi tahap keresahan pelajar yan

terdiri daripada 88 lelaki dan 138 perempuan. Pembolehubah aliran juga tidak

mempengaruhi tahap keresahan pelajar yang terdiri daripada 129 pelajar aliran sastera

dan 97 pelajar aliran sains. Namun demikian, keputusan menunjukkan pembolehubah

kemahiran bahasa pelajar telah mempengaruhi tahap keresahan pelajar yang terdiri

daripada 113 orang pelajar yang mempunyai tahap kemahiran bahasa tinggi dan 113

orang yang mempunyai tahap kemahiran bahasa rendah. Pelajar yang mempunyai

tahap kemahiran bahasa yang rendah mempunyai tahap keresahan bahasa yang lebih

tinggi dibandingkan dengan pelajar yang mempunyai tahap kemahiran bahasa yang

tinggi. Akhirnya, keputusan kajian ini menunjukkan tiga faktor telah menyumbang

kepada keresahan bahasa di kalagan pelajar, iaitu bimbang sebab kegagalan,

kekurangan persediaan, dan kekurangan keyakinan. Bimbang sebab kegagalan ialah

faktor utama yang menyebabkan keresahan bahasa.

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ACKNOWLEDGEMENTS

My sincere gratitude and thanks goes to;

My supervisor, Madam Rosnah Mustafa, for her guidance, support and

assistance throughout the semesters of completing this project;

My dearest very best friend, Shu Seng for lending his ear listening to

problems, for sharing ideas and solving problems throughout the years in

Unimas.

My beloved friends, John Lee and Kueh bip le for being my best accompanies;

for their support and encouragement and care.

My dearest coursemates for their words of encouragement, advice and helps.

And last but not least;

My parents, Mr. and Mrs. Lee Seng Hui, for their understanding and patience.

My grandma, Chong Kiun Jin and all Chong Nam Jee family members for

their helps, advice, encouragement and care.

For this, I thank you all .

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TABLE OF CONTENTS

Abstract iv

Abstrak v

Acknowledgment vi

Table of Contents vii

List of Tables vii

List of figure viii

Page

1 INTRODUCTION

1.1 Introduction ……………………………………………. 1

1.2 Statement of Problems …………………………… 2

1.3 Aims and objectives of the study …………………… 3

1.4 Significance of the Study …………………………… 3

1.5 Operational definition of terms …………………… 4

1.5.1 Language anxiety ……………………………… 4

1.5.2 Foreign language anxiety …………………… … 5

1.5.3 Programme ………………………………….…. 6

1.5.4 English generic courses …………….…..……… 7

viii

1.5.5 MUET …………………………………..……… 8

1.5.6 Anxiety level ………………………….………. 10

1.5.7 Gender ………………………………….……… 11

1.5.8 Anxiety factors ……………………………….. 11

1.5.9 First or Native language (L1) …………………. 11

1.5.10 Second language (L2) ………………………… 11

1.5.11 Language Acquisition and language learning ..... 11

1.6 Scope of the Study ………………………………........ 12

1.7 Chapter Review …………………..………………. 13

2 LITERATURE REVIEW

2.1 Anxiety ………………………………………..…. 14

2.2 Facilitating and Debilitating Anxiety ………..………. 14

2.3 Perspectives to the study of anxiety ………………..…. 15

2.3.1 State anxiety ……………………………...……. 15

2.3.2 Trait anxiety ……………………………..……. 16

2.3.3 Situational specific anxiety …………..……….. 17

ix

2.4 Foreign language anxiety ……………………………… 17

2.4.1 Communication apprehension …………..……… 18

2.4.2 Test anxiety ……………………………..…….. 20

2.4.3 Fear of negative anxiety ……………………… 22

2.5 Manifestation of language anxiety …………………….. 24

2.6 Language acquisition and anxiety ……………………… 27

2.7 Language anxiety and language learning …………….…. 28

2.8 Possible factors contributing to learner’s anxiety …….…. 29

2.9 Review of studies on language anxiety …………………. 31

2.10 Conclusion ………………………………………………. 33

3 RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction ….…………………………….….………. 35

3.1 Research design ….…………………….….………. 35

3.2 Participants …………………………………….......…. 36

3.3 Instruments for data collection ……………..….…. 36

3.3.1 Content of instrument …………….….….. 38

3.3.2 Pilot study …………………………………… 41

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3.4 Data collection procedure …………………….….….. 42

3.5 Data analysis procedure …………………..……….. 42

3.5.1 Descriptive Statistics ……………………………. 43

3.6 Limitation of study ……………………………………. 47

4 FINDINGS AND DISCUSSION

4.0 Preview ….…………………………….….………. 49

4.1 What is the overall anxiety level that students suffer? ….. 51

4.2 Is there any difference in anxiety level between male and

female students? …………………………..………… 53

4.3 Is there any difference in anxiety level between low and

high proficiency students? …………………………… 56

4.4 Is there any difference in anxiety level between arts and

sciences students? ……………..……………………… 58

4.5 What is the major factor that caused language anxiety

among the students? ………….………………………..... 60

4.6 Discussion on the language anxiety level and major factor

that caused anxiety among UNIMAS undergraduates ……. 63

4.7 Summary …………………………………………. 68

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5 SUMMARY, RECOMMENDATION AND CONCLUSION

5.0 Chapter Overview ……………………..…………… 71

5.1 Summary ………………………………………….. 71

5.2 Implications of the findings ………………….………. 76

5.3 Recommendations for future research ………….. 77

5.4 Conclusions ………………………………………….. 78

REFERENCES …………………………………………. 82

APPENDICES …………………………....…………...... 86

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LIST OF TABLES

Page

Table 1

Distribution of anxiety level among the sample 51

Table 2

Distribution of anxiety level among the sample in relation to gender 53

Table 3

Distribution of anxiety level among the sample in relation to proficiency

level 56

Table 4

Distribution of anxiety level among the sample in relation to stream 58

Table 5

Distribution of the five categories of factors causing language anxiety

among the sample 60

Table 6

Comparison of distribution of the five categories of factors causing

language anxiety among the sample between current study and

Ardi Marwan (2007) 66

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LIST OF FIGURES

Bar Chart 1

Distribution of the five categories of factors causing language

anxiety among the sample 61

BORANG PENGESAHAN STATUS TESIS

JUDUL : LANGUAGE ANXIETY IN LEARNING ENGLISH AMONG

UNDERGRADUATES IN UNIMAS

SESI PENGAJIAN :2008/2009

Saya_______________________LEE YUNG FOOK______________________

(HURUF BESAR)

mengaku membenarkan tesis * ini disimpan di Pusat Khidmat Maklumat Akademik,

Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Malaysia Sarawak.

2. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan

membuat salinan untuk tujuan pengajian sahaja.

3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan

membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan.

4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan

membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.

** sila tandakan ( )

SULIT

TERHAD

TIDAK TERHAD

___________________________ _________________________________

(TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)

Alamat Tetap:

RH STEPHAN JUGAM,

SG SEBUBOK,ULU NIAH,

982OO NIAH, MIRI, SARAWAK

Tarikh : _______________________ Tarikh: _____________________________

Catatan: * Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda

*Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa/organisasi berkenaan dengan menyatakan

sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.

(Mengandungi maklumat yang berdarjah keselamatan atau

kepentingan seperti termaktub di dalam AKTA RAHSIA RASMI

1972)

(Mengandungi maklumat Terhad yang telah ditentukan oleh

organisasi/badan di mana penyelidikan dijalankan)

Gred:

Statement of Originality

The work described in this Final Year Project, entitled

“Language Anxiety in Learning English Among Undergraduates in UNIMAS”

is to the best of the author’s knowledge that of the author except

where due reference is made.

__________________ ___________________

(Date submitted) (Student’s signature)

Lee Yung Fook

14346

1

CHAPTER ONE

INTRODUCTION

1.0 Chapter overview

This first chapter discusses the background of the study, the statement of the

problem, the research objectives, the significance of the study, the definition of terms and

the scope of the study.

1.1 Introduction

The Malaysian Ministry of Education has recognized English Language as a

second language and be taught as a compulsory subject in schools. Therefore, both

primary and secondary schools learn English as a second language. Although students in

Malaysia have been exposed to the language since they are in primary school until they

reach secondary school, many students still cannot master English language and feel

anxious when dealing with the language. This is because different races in our country

tend to speak their own mother tongue rather than English. English is learnt to pass exam

and for education purpose only. The feelings of anxiousness are common phenomenon in

the Malaysian English classroom especially among the weak students which will

eventually lessen their interest in learning the language. As mention by Worde (1998),

foreign language learning situations are prone to anxiety arousal. More than half of

foreign language learners experience some kinds of anxiety in their learning. It is also

argued that language anxiety may cause problems for language learners (Kondo & Ling,

2004).

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1.2 Statement of problem

English is used as second language in Malaysia. English is viewed as an important

second language in University Malaysia Sarawak (UNIMAS); students might face

anxiety in using the language since English is not the first language students have learnt

in school.

Anxiety is viewed as a serious problem in foreign and second language learning,

probably experienced by one third to one half of the students (Worde, 1998). Some

studies, for example, (Chen & Chang, 2004; Pappamihiel, 2002) indicated that language

anxiety is proved to hinder student language acquisition and brought negative effect to

students performance and achievement. Pappamihiel (2002) state that students who feel

anxious tend not to involve in activity that would make them anxious. However, student

active involvement in foreign language learning is crucial for successful language

learning. This is indeed important that study to be carried out to find out the factors that

cause anxiety among ESL students to improve language learning in ESL classroom.

Therefore, this study is plan to find out the factors that contribute to ESL students

language anxiety from the perspective of UNIMAS English as second language (ESL)

students in learning English.

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1.3 Aims and objectives of the study

The purpose of the study is to investigate language anxiety among ESL students

in UNIMAS and major factors that contribute to the students’ language anxiety in

learning English as second language.

This study will be guided by several objectives. The objectives of this study are to

find out:

1. Language anxiety level among ESL students in UNIMAS.

2. Language anxiety level differences in terms of gender, stream (arts and sciences),

and proficiency levels (MUET result) among the students.

3. Major factors that cause language anxiety among English as Second Language

(ESL) students in English classroom.

1.4 Significance of the study

Several studies have concluded that foreign language anxiety does have harmful

effect on learning in the foreign language classroom. (Horwitz, 2001; Worde, 1998). The

same situation that affect negatively learning in the foreign classroom are present in the

ESL classroom (Pappamihiel, 2002; Kondo and Ling, 2004; Muhammad Tanveer, 2007).

Pappamihiel (2002) mentioned that when learners see situations as threatening

and anxious to them, they would doubt their ability in performing tasks. This will evoke

anxiety reactions towards learning. This will negatively affect the language learning

because they would not perceive themselves as effective learners in taking advantage of

learning opportunities. As a result, they claimed to have a ‘mental block’ against

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language learning and this will hinder them to succeed in learning a second language

(Papamihiel, 2002).

The result of this study can provide information about the language anxiety

experienced by the ESL students in UNIMAS. Instructors might be able to use the

information to develop teaching skills and strategies to lessen the language anxiety

experienced by students in the English courses classroom. With the study result, the

instructors can find ways to improve the classroom climate and encourage cooperative

learning in the classroom.

Worde (1998) suggested that anxiety can negatively affect the language learning

experience in numerous ways and that reducing anxiety seems to increase language

acquisition and learner motivation. Knowing the major factors that causes language

anxiety among the ESL learner can help both instructor and students to make language

learning more fun and less threatening.

1.5 Operational definition of terms

1.5.1 Language anxiety

Horwitz, Horwitz and Cope (1986) define language anxiety as “a

subjective feeling of tension, apprehension, nervousness and worry associated

with an arousal of the automatic nervous system” (pg.125 cited in pg. 18, Siti

Norfishah, 2005). Meanwhile, language anxiety, according to MacIntyre and

Gardner (1994) is the feeling of tension and apprehension experiences by

5

learners in the foreign language classroom. Likewise, Brown (1993) defines

language anxiety as a form of feeling associated with feelings of uneasiness,

frustrations, self-doubt, apprehension or worry.

1.5.2 Foreign language anxiety

Horwitz, Horwitz and Cope (1986) viewed that foreign language anxiety

as related to three aspects that are communication apprehension, fear of negative

evaluation, and test anxiety.

Firstly, communication apprehension (CA) refers to the feeling of fear that

refrains learners from communicating with other people. In short, learners who

experience communication are in hesitation to express their thoughts and ideas

fluently. Horwitz et al. (1986) define communication apprehension (CA) as “a

type of shyness characterized by fear or anxiety about communicating with

people” (pg. 128 cited in pg.11, Muhammad Tanveer, 2007).

Secondly, test anxiety refers to the students’ perception of their abilities to

accomplish the learning tasks or test. Horwitz et al. (1986) explained test anxiety

“refers to a type of performance anxiety stemming from a fear of failure” (pg.30

cited in pg. 13, Muhammad Tanveer, 2007). Siti Norfishah (2005) also

supported the phrase and mentioned that this kind of anxiety stems from a fear

of failure or apprehension over academic evaluation.

6

Thirdly, fear of negative evaluation refers to the fear of taking evaluations

made by other classmates and instructor about their performance and

competence in the language. It can be defined as ‘apprehension about others

evaluations, avoidance of evaluative situations and the expectation that others

would evaluate oneself negatively’ (pg.31 cited in pg.23, Siti Norfishah, 2005).

1.5.3 Programme

The faculties that offer programmes at undergraduate levels in UNIMAS are

listed as follow:

I. Faculty of Applied and Creative Arts (FACA)

II. Faculty of Cognitive Sciences and Human Development (FCSHD)

III. Faculty of Computer Science and Information Technology (FCSIT)

IV. Faculty of Economics and Business (FEB)

V. Faculty of Engineering (FE)

VI. Faculty of Resource Science and Technology (FRST)

VII. Faculty of Social Sciences (FSS)

In this study, four faculties that are Faculty of Social Sciences (FSS),

Faculty of Economics and Business (FEB), Faculty of Cognitive sciences and

Human Development (FCSHD) and Faculty of Applied and Creative Arts

(FACA) will be grouped under art faculties. The Faculty of Engineering (FE) ,

Faculty of Computer Sciences and Information Technology (FCSIT), and

7

Faculty of Resource Sciences and Technology (FRST) will be grouped under

sciences faculties.

1.5.4 English generic courses

In UNIMAS, all undergraduates are required to register English generic

courses to fulfill the requirement upon completion of their studies in the campus.

For those undergraduates who had scored Band 3 and below in their Malaysian

University English Test (MUET), they need to enroll two compulsory English

generic courses that are English Preparatory 1 and English Preparatory 2 before

they can enroll for any other generic courses. By the end of their studies, these

undergraduates will have complete four English generic courses. On the other

hand, undergraduates with MUET band 4 and above are required to take only

two generic courses. They do not have to take preparatory 1 and English

Preparatory 2. There are seven generic courses offered in UNIMAS as showed

below:

I. Academic Reading and Writing (PBI 1032)

II. Creative Writing in English (PBI 1022)

III. English for Professional Purposes (PBI 1012)

IV. English for the Real World (PBI 1052)

V. English for Self-Expression (PBI 1062)

VI. Preparatory English 1 (PBI 0011)

VII. Preparatory English 2 (PBI 0021)

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1.5.5 MUET

MUET is the acronym for Malaysian University English Test. MUET is a

compulsory examination and a requirement for admission for those who wish to

further study at the local universities in Malaysia. Besides, MUET is a test to

consolidate and enhance the English language ability of pre-university students

to enable them to perform effectively in their academic pursuits at tertiary level.

The exam is administered twice a year, in May and November.

The exam is designed to determine whether candidates have an adequate

level of English ability to follow undergraduate courses in the chosen field of

study. Four components that are tested in MUET examination are Listening,

Speaking, Reading and Writing.

The test will measure and report the students’ level of proficiency based

on the aggregated score range of zero to three hundred (0-300). Candidates are

placed on an aggregated score range with respect to six bands of achievement

i.e. Proficiency Levels One to Six (1-6). A statement of result will also be issued

to every candidate who has sat for the whole exam.

According to MUET handbook (Malaysian University English Test, Majlis

Peperiksaan Malaysia, 2001), students who obtained Band 1 are characterized as

“extremely limited user of the language and their command of the language are

regarded as extremely poor. Their ability to communicate is described as

9

inexpressive and inaccurate and as a result, they experienced frequent

breakdown in communication. That is also considered as having a poor

understanding of the language, therefore they hardly able to function in the

language’.

Students who obtained Band 2 are considered as “limited user who has a

limited command of the language. They lack expressiveness and appropriacy in

using the language thus resulting in frequent breakdowns in communication.

They also have a limited understanding of the language and this contributes to

their limited ability to function in the language”.

Band 3 students are characterized as “modest user who is considered as

having a fair command of the language. Their ability to communicate are fairly

expressive but with noticeable inaccuracies. They are able to understand the

language but with some misinterpretation”.

Band 4 students are characterized as “competent user who has satisfactory

command of the language. They are able to communicate in fluent, appropriate

but with occasional inaccuracies. They have satisfactory level of understanding

of the language.”