Speaking Anxiety Among ESL Learners: A Comparative Study Between Electrical Engineering and Digital Technology Students
Abstract
For ESL students, speaking is the most demanding skill. Individuals may experience communication challenges, with anxiety being a prominent concern. Currently, the curriculum of Malaysian polytechnics places a strong emphasis on developing communicative skills among their students. However, this matter still remains a cause for concern. In addition, the three-year Electrical Engineering and Digital Technology programmes have different mandatory English courses. Digital Technology students are required to take only one English course, whereas Electrical Engineering students must complete three English courses. Therefore, this study aims to evaluate any significant difference in the causes of speaking anxiety, particularly fear of negative evaluation and communication apprehension, between students from the Electrical Engineering and Digital Technology programmes since they have dissimilar durations of exposure to formal English education during diploma years. In this study, 50 students responded to 18 items of the Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive analysis, T-test and Pearson Correlation were utilised to analyse the data collected through the questionnaire. The results revealed that there is no significant difference in fear of negative evaluation and communication apprehension, as well as the level of speaking anxiety, between the Electrical Engineering and Digital Technology students, despite their different durations of exposure to formal English education. The study also found a strong connection between fear of negative evaluation and communication apprehension. Generally, it can be inferred that individuals who have a fear of negative evaluation may also experience communication apprehension, and this is not necessarily due to a lack of exposure to the target language. The results of this study may assist learners and educators, particularly in polytechnics, in finding alternative techniques to confront this speaking anxiety issue.
References
Afzali, Z., & Izadpanah, S. (2021). The Effect of The Flipped Classroom Model on Iranian English Foreign Language Learners: Engagement and Motivation in English Language Grammar. Cogent Education, 8(1), 1870801. https://doi.org/10.1080/2331186X.2020.1870801
Aliyu, M. M., Muhammad Korau, S., & Basiru, A. (2019). Reducing Undergraduates Speaking Anxiety through Class Interactions and Oral Presentations. Asian Journal of Contemporary Education, 3, 36–43. https://doi.org/10.18488/journal.137.2019.31.36.43
Anudin, A., Dalisay, R., Jacinto, M., Pinay-an, E., & Sy, D. (2022). Speaking and Writing Anxiety and Efficacy Beliefs of ESL Students in Spoken and Written Discourse. Romblon State University Research Journal, 4, 28–33. https://doi.org/10.58780/rsurj.v4i1.93
Basri, M., Djaguna, F., & Husain, B. (2020). Anxiety Level in English Speaking Among Ahmad Dahlan Students. Lire Journal (Journal of Linguistics and Literature), 4(1). https://doi.org/10.33019/lire.v4i1.57
Binusa, S. (2023). Exploring Speaking Anxiety of Non-English Department Students. Loquen: English Studies Journal, 15, 87–98. https://doi.org/10.32678/loquen.v15i2.6768
Bozkurt, B., & Aydin, S. (2023). The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments. International Journal of Virtual and Personal Learning Environments, 13, 1–16. https://doi.org/10.4018/IJVPLE.316973
Charoensukmongkol, P. (2019). The Role of Mindfulness in Reducing English Language Anxiety Among Thai College Students. International Journal of Bilingual Education and Bilingualism, 22, 414–427. https://doi.org/10.1080/13670050.2016.1264359
Chen, I.-J., Cheng, K.-R., & Chuang, C.-H. (2022). Relationship Between Language Anxiety and English Speaking Performance. English Language Teaching, 15, 78. https://doi.org/10.5539/elt.v15n11p78
Daud, A., Ras, F., Novitri, & A, C. (2019). Factors Contributing to Speaking Anxiety: A Case Study of Pre- Service English Teachers. Journal of Educational Sciences, 3, 412–422. https://doi.org/10.31258/jes.3.3.p.412-422
Garrido-Hornos, M. (2023). The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities. Revista Alicantina de Estudios Ingleses, 151. https://doi.org/10.14198/raei.2023.38.09
Gregersen, T., & Horwitz, E. K. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. The Modern Language Journal, 86(4), 562–570. https://doi.org/https://doi.org/10.1111/1540-4781.00161
Hirudayaraj, M., Baker, R., Baker, F., & Eastman, M. (2021). Soft Skills for Entry-level Engineers: What Employers Want. Education Sciences, 11(10), 641.
Horwitz, E. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/DOI: 10.1017/S0267190501000071
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Horwitz, E. K., & Young, D. J. (1991). Language Anxiety: From Theory and Research to Classroom Implications. Prentice Hall. https://books.google.com.my/books?id=qVBiAAAAMAAJ
Ibrahim, S., & Hashim, H. (2021). Enhancing English as a Second Language Learners’ Speaking Skills through Authentic Videoconferencing. Creative Education, 12, 545–556. https://doi.org/10.4236/ce.2021.123037
Irawan, C. (2022). The Role of English on International Business Growth and Social Inequality. International Journal of Applied Business and International Management, 7. https://doi.org/10.32535/ijabim.v7i3.1752
MacIntyre, P. D., & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44(2), 283–305. https://doi.org/https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Macintyre, P., & Gardner, R. (1994). The Effects of Induced Anxiety on Three Stages of Cognitive Processing in Computerized Vocabulary Learning. Studies in Second Language Acquisition, 16, 1–17. https://doi.org/10.1017/S0272263100012560
Madzlan, N. A., Seng, G. H., & Kesevan, H. V. (2020). Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL Learners. Journal of Education and E-Learning Research, 7(1), 93–99. https://doi.org/10.20448/journal.509.2020.71.93.99
Manan, N. A. A., Yusof, J., & Azizan, N. binti. (2023). The Relationship Between Language Learning Anxiety and English Language Speaking Performance Among Pre-Diploma Students at a Public University in Malaysia. International Journal of Academic Research in Progressive Education and Development. https://doi.org/10.6007/ijarped/v12-i1/16504
Minh, N. H., & Ngoc, N. T. D. (2023). Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language University Students in Nghe An. Vnu Journal of Science Education Research. https://doi.org/10.25073/2588-1159/vnuer.4700
Miskam, N. N., & Saidalvi, A. (2019). Investigating English Language Speaking Anxiety Among Malaysian Undergraduate Learners. Asian Social Science, 15(1), 1–7.
Öztürk, G., & Gürbüz, N. (2014). Speaking Anxiety Among Turkish EFL Learners: The Case at a State University. Journal of Language and Linguistic Studies, 10(1), 1–17.
Pratiwi, M., & Mukhaiyar, M. (2020). EFL Students’ Speaking Achievements in Relation to Their Language Attitude and Anxiety. https://doi.org/10.2991/assehr.k.200819.042
Rachmawati, D., & Jurianto, J. (2020). Investigating English Department Students’ Foreign Language Speaking Anxiety: A Case Study in Universitas Airlangga, Indonesia. Social Sciences Humanities and Education Journal (SHE Journal), 1, 22–34.
Ramarow, H., & Hassan, N. (2021). English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students. Asian Social Science, 17, 207. https://doi.org/10.5539/ass.v17n11p207
Ran, C., Wang, Y., & Zhu, W. (2022). Comparison of Foreign Language Anxiety Based on Four Language Skills in Chinese College Students. BMC Psychiatry, 22(1), 558. https://doi.org/10.1186/s12888-022-04201-w
Reyes, C. L. (2022). Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry. British Journal of Teacher Education and Pedagogy, 1, 47–53. https://doi.org/10.32996/bjtep.2022.1.1.5
Silalahi, E. B. R., Tanabara, A. G., & Wene, I. W. (2023). Speaking Graduate Student for Personal Branding and Employment Opportunities. Jurnal Suluh Pendidikan, 11(1), 33–39.
Suparia, F. A. A., Abdullah, I., Rusdi, M. I. M., Ghazuddin, F., & Raffi, M. S. M. (2022). An Overview on Speaking Anxiety in Foreign Language Classroom: Level of Speaking Anxiety, Gender, and Factors. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(10). https://doi.org/10.47405/mjssh.v7i10.1863
Toubot, A. M., & Seng, G. H. (2018). Examining Levels and Factors of Speaking Anxiety Among EFL Libyan English Undergraduate Students. International Journal of Applied Linguistics and English Literature, 7(5), 47–56.
Tran, T. (2022). An Investigation into the Causes of Students’ Anxiety in Learning English Speaking Skills. International Journal of TESOL & Education, 2, 183–196. https://doi.org/10.54855/ijte.222312
Young, D. J. (1990). An Investigation of Students’ Perspectives on Anxiety and Speaking. Foreign Language Annals, 23(6), 539–553. https://doi.org/https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
Yusuf, N. Y. C., Yulianto, S. W., & Maulida, I. (2023). Students’ English Speaking Anxiety: Levels and Causes. TLEMC (Teaching and Learning English in Multicultural Contexts), 7(2), 141–150.
Zulfikar, Z. (2022). Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group-Work Strategies. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7, 69. https://doi.org/10.24235/eltecho.v7i1.10204
Aliyu, M. M., Muhammad Korau, S., & Basiru, A. (2019). Reducing Undergraduates Speaking Anxiety through Class Interactions and Oral Presentations. Asian Journal of Contemporary Education, 3, 36–43. https://doi.org/10.18488/journal.137.2019.31.36.43
Anudin, A., Dalisay, R., Jacinto, M., Pinay-an, E., & Sy, D. (2022). Speaking and Writing Anxiety and Efficacy Beliefs of ESL Students in Spoken and Written Discourse. Romblon State University Research Journal, 4, 28–33. https://doi.org/10.58780/rsurj.v4i1.93
Basri, M., Djaguna, F., & Husain, B. (2020). Anxiety Level in English Speaking Among Ahmad Dahlan Students. Lire Journal (Journal of Linguistics and Literature), 4(1). https://doi.org/10.33019/lire.v4i1.57
Binusa, S. (2023). Exploring Speaking Anxiety of Non-English Department Students. Loquen: English Studies Journal, 15, 87–98. https://doi.org/10.32678/loquen.v15i2.6768
Bozkurt, B., & Aydin, S. (2023). The Impact of Collaborative Learning on Speaking Anxiety Among Foreign Language Learners in Online and Face-to-Face Environments. International Journal of Virtual and Personal Learning Environments, 13, 1–16. https://doi.org/10.4018/IJVPLE.316973
Charoensukmongkol, P. (2019). The Role of Mindfulness in Reducing English Language Anxiety Among Thai College Students. International Journal of Bilingual Education and Bilingualism, 22, 414–427. https://doi.org/10.1080/13670050.2016.1264359
Chen, I.-J., Cheng, K.-R., & Chuang, C.-H. (2022). Relationship Between Language Anxiety and English Speaking Performance. English Language Teaching, 15, 78. https://doi.org/10.5539/elt.v15n11p78
Daud, A., Ras, F., Novitri, & A, C. (2019). Factors Contributing to Speaking Anxiety: A Case Study of Pre- Service English Teachers. Journal of Educational Sciences, 3, 412–422. https://doi.org/10.31258/jes.3.3.p.412-422
Garrido-Hornos, M. (2023). The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities. Revista Alicantina de Estudios Ingleses, 151. https://doi.org/10.14198/raei.2023.38.09
Gregersen, T., & Horwitz, E. K. (2002). Language Learning and Perfectionism: Anxious and Non-Anxious Language Learners’ Reactions to Their Own Oral Performance. The Modern Language Journal, 86(4), 562–570. https://doi.org/https://doi.org/10.1111/1540-4781.00161
Hirudayaraj, M., Baker, R., Baker, F., & Eastman, M. (2021). Soft Skills for Entry-level Engineers: What Employers Want. Education Sciences, 11(10), 641.
Horwitz, E. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/DOI: 10.1017/S0267190501000071
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317
Horwitz, E. K., & Young, D. J. (1991). Language Anxiety: From Theory and Research to Classroom Implications. Prentice Hall. https://books.google.com.my/books?id=qVBiAAAAMAAJ
Ibrahim, S., & Hashim, H. (2021). Enhancing English as a Second Language Learners’ Speaking Skills through Authentic Videoconferencing. Creative Education, 12, 545–556. https://doi.org/10.4236/ce.2021.123037
Irawan, C. (2022). The Role of English on International Business Growth and Social Inequality. International Journal of Applied Business and International Management, 7. https://doi.org/10.32535/ijabim.v7i3.1752
MacIntyre, P. D., & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44(2), 283–305. https://doi.org/https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
Macintyre, P., & Gardner, R. (1994). The Effects of Induced Anxiety on Three Stages of Cognitive Processing in Computerized Vocabulary Learning. Studies in Second Language Acquisition, 16, 1–17. https://doi.org/10.1017/S0272263100012560
Madzlan, N. A., Seng, G. H., & Kesevan, H. V. (2020). Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL Learners. Journal of Education and E-Learning Research, 7(1), 93–99. https://doi.org/10.20448/journal.509.2020.71.93.99
Manan, N. A. A., Yusof, J., & Azizan, N. binti. (2023). The Relationship Between Language Learning Anxiety and English Language Speaking Performance Among Pre-Diploma Students at a Public University in Malaysia. International Journal of Academic Research in Progressive Education and Development. https://doi.org/10.6007/ijarped/v12-i1/16504
Minh, N. H., & Ngoc, N. T. D. (2023). Learner Autonomy, Motivation and English Speaking Proficiency: A Study Among English Foreign Language University Students in Nghe An. Vnu Journal of Science Education Research. https://doi.org/10.25073/2588-1159/vnuer.4700
Miskam, N. N., & Saidalvi, A. (2019). Investigating English Language Speaking Anxiety Among Malaysian Undergraduate Learners. Asian Social Science, 15(1), 1–7.
Öztürk, G., & Gürbüz, N. (2014). Speaking Anxiety Among Turkish EFL Learners: The Case at a State University. Journal of Language and Linguistic Studies, 10(1), 1–17.
Pratiwi, M., & Mukhaiyar, M. (2020). EFL Students’ Speaking Achievements in Relation to Their Language Attitude and Anxiety. https://doi.org/10.2991/assehr.k.200819.042
Rachmawati, D., & Jurianto, J. (2020). Investigating English Department Students’ Foreign Language Speaking Anxiety: A Case Study in Universitas Airlangga, Indonesia. Social Sciences Humanities and Education Journal (SHE Journal), 1, 22–34.
Ramarow, H., & Hassan, N. (2021). English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students. Asian Social Science, 17, 207. https://doi.org/10.5539/ass.v17n11p207
Ran, C., Wang, Y., & Zhu, W. (2022). Comparison of Foreign Language Anxiety Based on Four Language Skills in Chinese College Students. BMC Psychiatry, 22(1), 558. https://doi.org/10.1186/s12888-022-04201-w
Reyes, C. L. (2022). Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry. British Journal of Teacher Education and Pedagogy, 1, 47–53. https://doi.org/10.32996/bjtep.2022.1.1.5
Silalahi, E. B. R., Tanabara, A. G., & Wene, I. W. (2023). Speaking Graduate Student for Personal Branding and Employment Opportunities. Jurnal Suluh Pendidikan, 11(1), 33–39.
Suparia, F. A. A., Abdullah, I., Rusdi, M. I. M., Ghazuddin, F., & Raffi, M. S. M. (2022). An Overview on Speaking Anxiety in Foreign Language Classroom: Level of Speaking Anxiety, Gender, and Factors. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(10). https://doi.org/10.47405/mjssh.v7i10.1863
Toubot, A. M., & Seng, G. H. (2018). Examining Levels and Factors of Speaking Anxiety Among EFL Libyan English Undergraduate Students. International Journal of Applied Linguistics and English Literature, 7(5), 47–56.
Tran, T. (2022). An Investigation into the Causes of Students’ Anxiety in Learning English Speaking Skills. International Journal of TESOL & Education, 2, 183–196. https://doi.org/10.54855/ijte.222312
Young, D. J. (1990). An Investigation of Students’ Perspectives on Anxiety and Speaking. Foreign Language Annals, 23(6), 539–553. https://doi.org/https://doi.org/10.1111/j.1944-9720.1990.tb00424.x
Yusuf, N. Y. C., Yulianto, S. W., & Maulida, I. (2023). Students’ English Speaking Anxiety: Levels and Causes. TLEMC (Teaching and Learning English in Multicultural Contexts), 7(2), 141–150.
Zulfikar, Z. (2022). Reducing EFL Learners’ Speaking Anxiety through Selective Error Correction and Group-Work Strategies. ELT Echo: The Journal of English Language Teaching in Foreign Language Context, 7, 69. https://doi.org/10.24235/eltecho.v7i1.10204
Published
2024-07-31
How to Cite
AZMI, Nurul Ayyuuni; OSMAN, Norsaliza.
Speaking Anxiety Among ESL Learners: A Comparative Study Between Electrical Engineering and Digital Technology Students.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 2, p. 747-758, july 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/27260>. Date accessed: 19 sep. 2024.
Section
English Section
