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Author’s full name : MAHFUZAH BINTI RAFEK Date of birth : 3 JANUARY 1985 Title : ANXIETY IN SECOND AND FOREIGN LANGUAGE LEARNING

AMONG UNIVERSITI TEKNOLOGI MALAYSIA (UTM) STUDENTS

Academic Session : 2010/2011 SEMESTER I I declare that this thesis is classified as : I acknowledged that Universiti Teknologi Malaysia reserves the right as follows :

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Date : 1 DECEMBER 2010 Date : 1 DECEMBER 2010

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ANXIETY IN SECOND AND FOREIGN LANGUAGE LEARNING

AMONG UNIVERSITI TEKNOLOGI MALAYSIA (UTM) STUDENTS

MAHFUZAH BINTI RAFEK

A project report submitted in partial fulfillment of the

requirements for the award of the degree of

Master of Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

DECEMBER 2010

I hereby declare that I have read this thesis and in my

opinion this thesis is sufficient in terms of scope and quality for the

award of the degree of Master of Education (TESL)

Signature : ....................................................

Name of Supervisor : Dr. Azizah Rajab

Date : 1 December 2010

ii

I declare that this thesis entitled “Anxiety in Second and Foreign Language Learning

among Universiti Teknologi Malaysia (UTM) Students” is the result of my own research

except as cited in the references. The thesis has not been accepted for any degree and is

not concurrently submitted in candidature of any other degree.

Signature : ....................................................

Name : MAHFUZAH BINTI RAFEK

Date : 1 December 2010

iii

To mama and papa,

for letting me experience the kind of love that people freely die for

iv

ACKNOWLEDGEMENT

All praise be to Allah, the Almighty, the Benevolent for His blessings and

guidance; for giving me the strengths and courage to continue my master and finally

making this research a reality.

To my beloved supervisor, Dr. Azizah Rajab; thank you so much for all your

comments, suggestions and encouragement throughout the process of finishing this

research. You continuously amaze me as the fastest and yet the most meticulous reader

at the same time. My utmost gratitude for your guidance as the best supervisor ever but

the most important thing is for your patience, humor and best of all your friendship

which only a few people are lucky to have.

To my family members particularly my parents, Dato’ Rafek Reshidullah and

Datin Hidayah Endut; there are no words to best explain how much both of you mean to

me. Thank you for all the things you’ve done including for making me believe without a

doubt that I could reach my dreams no matter how far off they were. And now I realize

how much I learn from both of you about life. Thank you, for still holding my hands

through the things that make me scared. Exclusively for the best parents in the world, I

love you both, always… and this one is for you.

To Irwan Saufi, Redzuan, Mastura and Maisarah; my most eccentric,

unconventional and loving siblings, thanks for your understanding and patience with my

whining. All of you are the most extraordinary persons in the whole world with

unlimited supports, hugs and kisses. Love you guys...

v

ABSTRACT

Many researchers have found that second and foreign language learning can

sometimes be a traumatic experience for many students (Zheng, 2008). This feeling is

strongly related to many sources such as language proficiency, language difficulties,

anxiety-provoking situations and many more. This study is conducted to determine the

anxiety level and the students’ perceptions in second and foreign language learning.

Apart from that, this study is also conducted to determine the differences of anxiety level

according to gender, race and the two groups; the second language learners and the

foreign language learners. A total of 113 respondents were taken among the Universiti

Teknologi Malaysia (UTM) students where 66 of them were chosen from English for

Academic Communication (UHB 1412) classes and the remaining 47 students were

taken from the foreign languages classes such as French, Japanese and Mandarin. The

instrument used in this study was a set of questionnaire adapted from the measurement

scale of language anxiety called the Foreign Language Class Anxiety Scale (FLCAS)

designed by Horwitz (1983). This questionnaire was used to determine the anxiety level

for both second and foreign language groups. The questionnaire consisted of two

sections which were the personal details and statements of contributing factors of

anxiety. The factors are Communication Apprehension, Fear of Negative Evaluation,

General Feeling of Anxiety and Overall Level of Anxiety. The data obtained were

analyzed by using SPSS version 13.0 involving percentage, frequency, t-Test and One-

Way ANOVA. The findings in this study show that there are significant differences of

anxiety level in gender for Communication Apprehension and Fear of Negative

Evaluation factors for both the second and foreign language groups. Significant

differences are also found in race for Communication Apprehension and General Feeling

of Anxiety factors for foreign language group. The findings also show significant

differences in both groups only for Communication Apprehension, General Feeling of

Anxiety and Overall Level of Anxiety.

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ABSTRAK

Kajian yang dijalankan oleh kebanyakan penyelidik di serata dunia mendapati

bahawa penbelajaran bahasa kedua dan bahasa asing telah menyebabkan pelajar

mengalami pengalaman yang traumatik (Zheng, 2008). Kajian ini dijalankan untuk

mengenalpasti tahap keresahan dan persepsi para pelajar ketika mempelajari bahasa

kedua dan bahasa asing. Kajian ini juga dijalankan untuk menentukan perbezaan tahap

keresahan mengikut jantina, bangsa dan juga kumpulan responden. Sejumlah 113

responden dipilih dari kalangan pelajar Universiti Teknologi Malaysia (UTM) dimana

66 daripadanya di ambil dari kelas English for Academic Communication (UHB 1412)

manakala 47 orang lagi dipilih dari pelajar yang mengikuti kelas bahasa asing seperti

bahasa Perancis, Jepun dan Mandarin. Selain itu, instrumen yang digunakan dalam

kajian ini adalah satu set soal-selidik Foreign Language Class Anxiety Scale (FLCAS)

yang telah diadaptasi dari Horwitz (1983). Soal-selidik ini digunakan untuk mengukur

tahap keresahan pelajar yang mempelajari bahasa asing dan bahasa kedua iaitu bahasa

Inggeris. Soal-selidik ini terbahagi kepada dua bahagian iaitu maklumat peribadi dan

juga kenyataan tentang faktor yang menyumbang kepada keresahan ketika mempelajari

bahasa kedua dan bahasa asing. Faktor-faktor tersebut terdiri daripada Keresahan

Berkomunikasi, Takut Terhadap Penilaian Negatif, Perasaan Umum Terhadap

Keresahan dan Keseluruhan Tahap Keresahan. Data yang diperolehi dianalisis

menggunakan SPSS versi 13.0 dimana ia melibatkan peratusan, frekuensi, t-Test dan

One-Way ANOVA. Dapatan kajian menunjukkan terdapat perbezaan yang signifikan

dalam tahap keresahan jantina untuk faktor Keresahan Berkomunikasi dan Takut

Terhadap Penilaian Negatif bagi kedua-dua kumpulan responden. Terdapat juga

perbezaan yang signifikan bagi kaum untuk faktor Keresahan Berkomunikasi dan

Perasaan Umum Terhadap Keresahan bagi kumpulan bahasa asing. Kajian ini juga

mendapati terdapat perbezaan yang signifikan diantara kumpulan bahasa kedua dan

kumpulan bahasa asing bagi faktor Keresahan Berkomunikasi, Perasaan Umum

Terhadap Keresahan dan Keseluruhan Tahap Keresahan.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xii

1 INTRODUCTION

1.1 Background of the Study 7

1.2 Statement of the Problem 15

1.3 Purposes of the Study 23

1.4 Objectives of the Study 24

1.5 Research Questions 24

1.6 Significance of the Study 25

1.7 Scope of the Study 27

1.8 Definition of Concept

1.8.1 Anxiety in Language Learning 28

viii

1.8.2 Second Language Learners Group 29

1.8.3 Foreign Language Learners Group 30

2 LITERATURE REVIEW

2.0 Introduction 32

2.1 Definition of Anxiety 33

2.2 Definition of First, Second and Foreign Language 36

2.3 Second and Foreign Language Anxiety 38

2.4 Sources of Language Anxiety 43

2.4.1 Socio-psychological Issue of Language 43

Anxiety

2.4.2 Learner/Instructor Beliefs on Language 45

Learning and Teaching 2.4.3 Instructor-Learner Interaction/Classroom 46 Procedures

2.5 Contributing Factors of Anxiety 47

2.5.1 Communication Apprehension 48

2.5.2 Fear of Negative Evaluation 51

2.5.3 General Feeling of Anxiety 54

2.6 Effects of Anxiety in Second and Foreign 57

Language Learning

2.7 Anxiety in Gender 60

2.8 Anxiety in Race and Culture 62

2.9 Related Researches 64

3 RESEARCH METHODOLOGY

3.0 Introduction 68

ix

3.1 Respondents of the Study 69

3.2 Instruments of the Study 71

3.3 Research Procedures 75

3.4 Data Analysis 76

4 FINDINGS

4.0 Introduction 78

4.1 Respondents’ Background

4.1.1 Gender 79

4.1.2 Race 79

4.1.3 Age 80

4.1.4 Groups 81

4.1.5 Foreign Languages 81

4.2 Analysis of Anxiety Level for Each Factor 82

4.3 Students’ Perceptions of Language Anxiety

4.3.1 Students’ Perceptions for Communication 83

Apprehension

4.3.2 Students’ Perceptions for Fear of 85

Negative Evaluation

4.3.3 Students’ Perceptions for General Feeling 88

of Anxiety

4.4 Comparison of Anxiety Level in Second Language

Group

4.4.1 Analysis of Anxiety Level According to 90

Gender in Second Language Group

4.4.2 Analysis of t-Test for Gender in Second 91

Language Group

4.4.3 Analysis of Anxiety Level According to 92

Race for Second Language Group

x

4.4.4 Analysis of One Way ANOVA for 95

Each Factor according to Race for

Second Language Group

4.5 Comparison of Anxiety Level in Foreign

Language Group

4.5.1 Analysis of Anxiety Level according 96

to Gender for Foreign Language Group

4.5.2 Analysis of t-Test for Gender for 97

Foreign Language Group

4.5.3 Analysis of Anxiety Level according to 98

Race for Foreign Language Group

4.5.4 Analysis of One Way ANOVA for 100

Each Factor according to Race for

Foreign Language Group

4.6 Comparison of Anxiety Level between Second

and Foreign Language Group

4.6.1 Level Analysis according to Respondents’ 101

Group

4.6.2 Analysis of t-Test for Respondents’ Group 103

5 DISCUSSIONS, CONCLUSION, IMPLICATIONS

LIMITATIONS & RECOMMENDATIONS

5.0 Introduction 105

5.1 Anxiety Level




5.1.4 Overall Level of Anxiety 112

xi

5.2 Students’ Perceptions




5.3 Comparison of Anxiety Level for Second

Language Group

5.3.1 Gender

5.3.1.1 Communication Apprehension 118

5.3.1.2 Fear of Negative Evaluation 121

5.3.1.3 General Feeling of Anxiety 123

5.3.1.4 Overall Level of Anxiety 125

5.3.2 Race





5.4 Comparison of Anxiety Level for Foreign

Language Group

5.4.1 Gender





5.4.2 Race





5.5 Comparison of Anxiety Level for Second

Language and Foreign Language Groups.


xii



5.4.4 Overall Level of Anxiety 152

5.6 Conclusion 154

5.7 Implications of the Findings

5.7.1 UTM 155

5.7.2 Language Lecturers/Instructors 155

5.7.3 Students 156

5.8 Limitations of the study

5.8.1 The Foreign language 156

5.8.2 The Second Language 157

5.8.3 Questionnaire 157

5.9 Recommendations

5.9.1 UTM 158

5.9.2 Second and Foreign Language Lecturers/ 158

Instructors

5.9.3 Students 159

5.9.4 Recommendations for future research

5.9.4.1 Age and Maturity 159

5.9.4.2 Interview 160

5.9.4.3 Ways to Overcome the Feeling 160

of Anxiety

5.9.4.4 Foreign Language 161

5.9.4.5 Second Language 161

REFERENCES 163

APPENDIX A 177

APPENDIX B 185

xiii

LIST OF TABLES

TABLE NO. TITLE PAGE

1.0 Top 30 Languages by Number of Speakers Appendix B

3.1 Numbers and Division of Statements 72

3.2 The Likert Scale 74

3.3 Calculation for the Anxiety Level 75

4.1 Frequency and Percentage according to Gender 79

4.2 Frequency and Percentage according to Race 79

4.3 Frequency and Percentage according to Age 80

4.4 Frequency and Percentage according to Group 81

4.5 Frequency and Percentage according to Types of Foreign 81

Language

4.6 Anxiety Level for Each Factor 82

4.7 Students’ Perceptions for Communication Apprehension 83

xiv

4.8 Students’ Perceptions for Fear of Negative Evaluation 85

4.9 Students’ Perceptions for General Feeling of Anxiety 88

4.10 Level Analysis for Communication Apprehension, 90

Fear of Negative Evaluation, General Feeling

of Anxiety and Overall Level of Anxiety according

to Gender in Second Language Group

4.11 Analysis of t-Test for Communication Apprehension, 91



to Gender in Second Language Group




to Race in Second Language Group

4.13 Analysis of One Way ANOVA for Each Factor according 95

to Race for Second Language Group




to Gender for Foreign Language Group


Fear of Negative Evaluation, General Feeling of Anxiety

and Overall Level of Anxiety for Gender for Foreign

Language Group

xv




to Race for Foreign Language Group.

4.17 Analysis of One Way ANOVA for Each Factor according 100

to Race for Foreign Language Group



of Anxiety and Overall Level of Anxiety

according to Respondents’ Group



of Anxiety and Overall Level of Anxiety

according to Respondents’ Group

4.20 Students’ Perceptions for Communication Appendix B

Apprehension (Full Table)

4.21 Students’ Perceptions for Fear of Negative Appendix B

Evaluation (Full Table)

4.22 Students’ Perceptions for General Feeling Appendix B

of Anxiety (Full Table)

4.23 Analysis of Mean Value for Each Factor Appendix B

according to Race for Second Language Group

xvi

4.24 Analysis of Mean Value for Each Factor Appendix B

according to Race for Foreign Language Group

xvii

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Questionnaire 177

B1 Table 1.0: Top 30 Languages by Number 185

of Speakers

B2 Table 4.20: Students’ Perceptions for Communication 188

Apprehension

B3 Table 4.21: Students’ Perceptions for Fear of Negative 190

Evaluation

B4 Table 4.22: Students’ Perceptions for General Feeling 191

of Anxiety

B5 Table 4.23: Analysis of Mean Value for Each Factor 193

according to Race for Second Language Group

B6 Table 4.24: Analysis of Mean Value for Each Factor 194

according to Race for Foreign Language Group

CHAPTER 1

INTRODUCTION

1.0 Introduction

In the past few years, the importance of learning new language has been well

acknowledged by most people especially students. Given that language plays a very

prominent part in human life, the need to learn and acquire it has become very essential

in order to ensure the effectiveness of interaction and communication. All human being

regardless of different age, race, gender and nationality must at least master one

language. This is what being called as the first language (L1) or roughly known as our

mother tongue (Lightbown & Spada, 1999). Nevertheless, in most nations in the world,

people nowadays have not only mastered their L1 but are also able to speak second

language (L2) and foreign language (FL) as well. Despite all the difficulties that exist

while learning a new language, the number of people especially students who have

started to learn both second and foreign language is enormously increasing.

2

Referring to the statistics taken from Ethnologue: Language of the World (15th

ed) in the Oxford English Dictionary (2005), there are approximately 6900 languages

currently spoken around the world. According to the statistics, about 4 billion or over

60% of people on the earth speak one of the following 30 top languages as their first

language (refer to Table 1.0). Among the 30 most spoken languages in the world are

Mandarin, Hindi, Spanish, English, Japanese and others. The statistics also indicate that

the contributing numbers of speakers also include the second language (L2) speakers as

well.

Therefore, many have started to acknowledge the benefit of learning a new

language. In Malaysia for example, English has become the second language that is

compulsory to be learnt by all Malaysian students in both primary and secondary level

regardless of their first language background. The importance of it is also

acknowledged until the tertiary level where almost all the universities in Malaysia have

included English subject as compulsory to be taken during the undergraduate year. Not

only that, the Malaysian government especially the Ministry of Higher Education

continuously encourages the Malaysian people particularly students to learn not only

English as their second language but also to learn some foreign languages as well.

Whether learning a new language as a second or foreign language, both are

considered as important in life especially for students. In Universiti Teknologi Malaysia,

(UTM), it is compulsory for all the students to enroll in the English language classes in

order to graduate or to obtain their degree. For all the undergraduate students, they are

required to take and pass three English language subjects which are English for

Academic Communication (UHB 1412), Advanced English for Academic

Communication (UHB 2422) and lastly one Elective English subject. The grades for all

of these subjects are counted in their CGPA (Cumulative Grade Point Average). As for

the passing grade, all students must at least obtain C- for them to pass the subject. If fail,

they will have to re-take the subject until the requirement of passing is fulfilled. In other

words, all the English subjects have become the university course requirement where it

leaves them with no choice than to learn it.

3

Universiti Teknologi Malaysia also acknowledges the importance of learning

foreign language among the students. The leverage that it serves is very apparent not

only while studying but also later in their life and workplace. Therefore, the Faculty of

Human Resources has established a unit called Language Services Consultancy Unit

(UPPB) at the Department of Modern Language. Since its establishment in 1996, UPPB

has offered several foreign languages classes to the UTM students. These language

classes include Japanese, Mandarin, German, French, Korean, Spanish, Arabic, and etc.

All of these subjects are offered up until the second or fourth level.

In contrast to the second language (English), the foreign languages classes

offered by the UPPB are optional to the UTM students. The enrolment of these classes

might be due to reasons like personal interest, employment purpose and others. In

addition, the grade obtained in the foreign language class will not be counted in the

students’ CGPA. Since this is not a requirement subject by the university, the enrolment

is totally on voluntary basis.

Many researchers and theorists all over the world have argued that second

language learning is different from foreign language learning (Crookall & Oxford,

1991). This is due to the fact that second language learners are more exposed to the L2

context as compared to the foreign language learners in terms of language familiarity

(Crookall & Oxford, 1991). Apart from that, the differences can be seen from the fact

that unlike the second language, learning the foreign language is considered as learning

something new where people do not have a ‘direct assess to the foreign language in their

place’ or community as well as ‘lack of exposure of the foreign language’ (Wan Zarina

et al., 2007:13). Thus, the only exposure learners can get is from their foreign language

classroom. On the other hand, exposure from second language comes directly from the

environment of community around them.

4

According to Littlewood (1984), there is a clear distinction between second

language and foreign language. A second language portrays its own social function

within the community where it is learnt whereas a foreign language is learnt primarily

for contact or communication outside one’s own community. This is proven by example

here in Malaysia where English as second language is used in communication inside

Malaysian community. Whether formally as in workplace or informally as in daily

interaction, English has been widely used in the social context. In other words, the

second language is accepted and becomes familiar in the Malaysian community. As for

the foreign language, it is normally being used outside the context of Malaysian

community. Japanese language for example is considered as unfamiliar for the first time

encountering it. Given that the amount of exposure towards the foreign language is also

very limited (Wan Zarina et al., 2007), only a small number of people would be able to

speak the foreign language. As a result, the foreign language is not widely spoken and

used in the community (Littlewood, 1984).

There are several reasons for learning another language besides our L1.

According to the research conducted by Boye (2009), there are several good reasons of

why people learn new languages. These reasons include the fact that learning another

language gives learners ability to engage themselves in the context of communication in

order to increase global understanding. To be able to communicate is vital in this world

where different nations and people are more dependent upon another to supply goods

and services and even security. Thus, it is important to learn new language to avoid

misunderstanding that may happen through communication which can severe these

needs (Boye, 2009).

The reason also revolves around improving employment potential (Boye, 2009).

For businesses to be effectively succeeded, companies need to compete in a global

economy where workers or staff must learn to deal with other cultures on their own

terms. In Malaysia, companies that have plans to do business abroad have required for

bilingual or multilingual employees. Mostly the languages that are required to be

mastered are English, Mandarin, Germany, and Japanese. Employees who can speak

5

second/foreign language are able to communicate with people who are the native

speakers of that language and therefore increase the chances for their businesses to

become successful. Additionally, there are other areas of employment where L2 and FL

competencies are needed. These can be seen from high demands in multiple government

agencies, travel industry, engineering, communications, educational fields, law,

economics, advertising, entertainment and many more (Boye, 2009).

It is a fact that human life revolves around cultures and languages (Zheng, 2008).

Thus, learning new language can be considered as an essential access through ones

culture, literature, music and films. Many people normally enroll in language classes so

that they will be able to understand and appreciate these elements. Apart from that, some

people also find it very convenient to travel when they would be able to understand

language spoken in that place. The goal is to make the traveling more feasible and

enjoyable and thus making it more meaningful in life (Boye, 2009).

Despite all the benefits, there are reasons to be believed that learning a new

language is not always convenient for all people especially students. For over the

decades, researchers all around the world have found that language learning comes with

some difficulties and disability which can manifest into more severe problems (Dembo,

1991). It has been proven that second language and foreign language learning can

sometimes become a traumatic experience for many learners (Zheng, 2008). Among the

catalyst for the traumatic experience are the feeling of stressed, anxious and worries

(Banks, 2008).

The issue of anxiety in language learning has been widely recognized for its

significant impacts on language learners. According to Zheng (2008), among all the

learning disabilities, anxiety has become one of the major factors in determining the

successful of both second and foreign language learning. Additionally, anxiety has also

become a factor that determines the level of comprehensible input received from the

environment. As stated by Krashen (1982), the successful of language acquisition

depends on whether the students are able to receive input under unstressful condition.

6

Since anxiety restrains students from receiving the comprehensible input, it can be

concluded that students would not be able to both acquire and learn the language, hence

causing poor language performance and achievement (Brown, 1987; Scovel, 1978).

Therefore, it is very important to determine the contributing factors of anxiety that can

hamper second and foreign language learning.

Since learning the second language is compulsory for the UTM students, the

anxiety level is assumed to vary from those who learn the foreign language on voluntary

basis. Students who are highly motivated to learn the foreign language are more

prepared and therefore become less worried and more confident which consequently

having low anxiety level (Dornyei, 2003). Instead of being forced, students who learn a

language based on personal interest will be more comfortable and have better

opportunity to involve actively in the learning process (Ohata, 2005). However, the level

may also differ by looking at the aspect of familiarity of the language (Crookall &

Oxford, 1991). L2 is very much familiar to UTM students where it is used as a medium

of communication in daily life for some of them. Not only that, English is also one of the

medium being used in lecture halls besides Bahasa Malaysia. Nevertheless, the factor of

familiarity may not always be a soothing solution for language anxiety. Some studies

have found that familiarity factor does not do much in lessening the detrimental feeling

of anxiety. As a result, students are assumed to feel highly anxious in second language

classes.

Different levels in anxiety also manifest differently according to gender.

According to Wick-Nelson & Israel (2006), it is important to note that female and male

normally process their experiences and feelings differently between each other. Under

certain circumstances, female tend to feel easily vulnerable and therefore lead to the

feeling of anxiousness and worried (Gardner, 1985). While male on the other hand do

obtain more self control and ability to detach themselves from unpleasant feelings.

However, the issue of language learning may have a contradiction with this theory.

Gardner (1985) says that female normally do better than male in language classes due to

7

positive attitudes while Rosenfeld & Berko (1990) claim that gender has no significant

in anxiety.

There are reasons to believe that anxiety may also vary according to different

race, though many previous studies have not perceived the race factor as significant.

Considering that majority of the studies have been conducted in country where no

multiracial exist, differences in anxiety level in race may not be as significant as with

gender. However, in Malaysian context where multiracial are present in language

classes, this factor should not be taken as insignificant anymore. Phillips (1978) and

Wan Zarina et al. (2007) have found that anxiety does exist differently among different

race. Nevertheless, it is also very important to realize that the subject of race is

considered as very sensitive among Malaysian people. Though the number of studies on

anxiety in language learning is increasing particularly in Asia (Zhao Na, 2007), only a

small number of studies have been conducted in Malaysia regarding different anxiety

level among races. Therefore, the need to explore the difference is very crucial.

1.1 Background of the Study

According to Zheng (2008), anxiety is one of the most well documented

psychological phenomena. The issue of anxiety is very well being discussed over the

past few years since the effects that it serves can be converted into one of the most

detrimental feelings in life. Spielberger (1983) defines anxiety as the subjective feeling

of tension, nervousness and worry which are associated with an arousal of human

automatic nervous system. According to Hilgard, Atkinson & Atkinson (1971), anxiety

can be described as fear related to some circumstances which is commonly experienced

by all the people in the world.

8

Traditionally, anxiety can be classified into three major categories which are trait

anxiety, state anxiety and situation-specific anxiety (Zhao Na, 2007). Scovel (1978)

describes trait anxiety as a more permanent predisposition for someone to be anxious. In

other words, trait anxiety is the tendency of a person to be nervous, worried and scared

regardless of the particular situations and circumstances. As for the state and situational

anxiety, Brown (2001) points out that these categories are usually experienced in

relation to some particular situations or events. This relates to the feeling of nervousness

or tension at a particular moment in response to some outside stimulus (MacIntyre &

Gardner, 1989)

Anxiety in education particularly is two-edge sword. The effect of anxiety in

language learning can be viewed from two different perspectives which are negative and

positive. The differences of effects as stated by Scovel (1978), are being portrayed by

using terms like debilitative and facilitative anxiety. He mentions that the debilitative

anxiety includes negative outcomes that can be classified as physical and

psychological/social (Bailey, Daley & Onwuegbuzie, 1999). Physical symptoms can

include rapid heartbeat, muscle tension, dry mouth and others while psychological

symptoms evolve around the feeling of embarrassment, fear, poor memory recall and

many more. These effects can lead to poor performance and low achievement (Brown,

1987; Andrade & Williams, 2009).

Nevertheless, the positive effect of anxiety; known as the facilitative anxiety

(Melvin & Andrade, 2009) may serve as a ‘push-up’ factor in learning where a small

amount of anxiety can facilitate the process. As stated by Sieber et al. (1977), a little

anxiety can serve as motivation to excel normally in examination and test. This allows

learners to study harder and give more efforts to perform better in classroom tasks and

activities. According to Brown, Robson & Rosenkjar (1986) the feeling of anxiety in

language learning actually contributes to learners having higher scores in tests.

Nonetheless, some researches also found that if students have high level of anxiety, the

condition may not help them to learn at all (Andrade & Williams, 2009). Furthermore, it

contributes to the traumatic experience that later hampers the process of both acquiring

9

and learning (Sieber et al., 1977). Thus it can be concluded that the higher the anxiety

level, the more it will impede the learning process.

It is very important to identify the potential sources of anxiety in language

classroom. As stated by Young (1991a), there are six potential sources of language

anxiety in class that are mainly derived from three aspects in language learning. The

three aspects are the learners, the instructor and the procedures. Young (1991a) has

stated the six potential sources as personal and interpersonal anxiety, learner beliefs

about language teaching, instructor beliefs about language teaching, instructor-learner

actions, classroom procedure and lastly language testing. From these six potential

sources, Ohata (2005) concludes that these can be categorized into three major

categories which are the socio-psychological issue of language anxiety,

learner/instructor beliefs on language learning and teaching and instructor-learner

interactions/classroom procedures.

Since anxiety is one of the causes of having difficulties in language learning,

there are reasons to believe that anxiety can lead to undeveloped proficiency and thus

automatically affecting both performance and achievement in class (Brown, 1987). Due

to that, several researches have been done to identify the factors that contribute to the

feeling of anxiety in both second and foreign language classes.

In order to identify the prominent factors, many studies have been conducted by

using the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz (1983) as an

instrument to measure anxiety level. The FLCAS is based on the analysis of potential

sources or factors that contributes towards the feeling of anxiety in language learning.

The factors are; Communication apprehension, Fear of negative evaluation and Test

anxiety which is also known as General Feeling of anxiety.

10

Language anxiety has been mostly associated with spoken language competency.

This is normal in language classroom as compared to the other subjects in Malaysian

school. As for the first component in FLCAS which is the communication apprehension,

it refers to the feeling of anxiety in communicating with others. According to

McCroskey (1987), communication apprehension refers to a type of anxiety experienced

in interpersonal communicative settings where learners have little control of the

communicative situation.

As stated by Seiler (1996) communication apprehension is actually ‘an anxiety

syndrome that is associated with one-on-one or in small groups’ interaction (p.283). This

applies to the feeling of apprehension and worried whenever a person either

subconsciously or consciously decided to remain silent while communicating with

others normally in small group discussion or in front of the class. Since communication

apprehension is associated with situational anxiety, some people might find it more

difficult to interact not only in large group but also sometimes in a smaller group or even

in pairs. This is due to the fact where learners; as mentioned by Horwitz, Horwitz &

Cope (1986) become more anxious when their performance is constantly monitored by

both teacher and peers. This seems to be in relation to learners’ negative self-perceptions

(McIntyre & Gardner, 1989).

The effects of communication apprehension in both second and foreign language

learning are very apparent (Zheng, 2008). Learners who have the symptoms of

communication apprehension in language learning are more likely to have the tendency

of becoming seriously worried and therefore try to avoid any communication or

speaking activity in language classes (Daly, 1991). Besides that, language learners are

also having difficulties in other language skills such as listening. As mentioned by

Horwitz, Horwitz & Cope (1991:30), difficulty in ‘speaking in public, listening or even

learning a spoken message are all manifestation of communicative apprehension’.

Additionally, communication apprehension in language learning derives from personal

knowledge when some people have difficulties in understanding others as well as

making others to understand them (Seiler, 1996). This inability leads to apprehension

11

where students who have problems as such would choose a positive response to

questions like “I get nervous and confused when I am speaking in my language class”.

They would also choose a negative response to question like “I feel confident when I

speak in my language class”.

The second component which is fear of negative evaluation indicates that the

students in language class are afraid to receive negative feedbacks not only from other

classmates but also from the lecturers or instructors (Watson & Friends, 1969). This

leads to the feelings of being afraid of making mistakes as well as trying to maintain

their faces in front of their classmates and instructors. As stated by Price (1991),

evaluation from others in class especially teachers and peers is the reason of why

language learners feel uncomfortable to perform in class. The feeling of being watched

by others makes them feel more insecure and unable to perform well in class. Even in a

small group, learners might feel anxious for fear of negative evaluation from their peers

resulting in being quite and reticent (Ohata, 2005). At the same time, they are trying to

avoid face threatening situations in a language class since fear of negative evaluation is

basically revolved around error corrections (Von Worde, 2003). As a result, students

become more and more frustrated especially when the error corrections are done before

they have time to completely formulate a response. Apart from that, interruptions from

error corrections are also causing learners to lose their focus in formulating answers

(McIntyre and Gardner, 1991).

Such psychological dilemma of losing their self-esteem in front of others seems

to be an omnipresent phenomenon in language classroom setting according to Bailey

(1983). The effect of loosing self-esteem from negative evaluations is also connected

with the successful in education as a whole. Coopersmith & Fieldman (1974) state that

‘such evaluations have great significance for the way the person feels, acts, for persons

who dislike the concept they hold will tend to feel negative, depressed, sad, and

apprehensive’ while the person who make favourable evaluation ‘ will tend to be more

optimistic and exploratory’ (p. 203). Therefore, evaluations in language classes are

prominent in determining ones self-esteem.

12

According to the theory of self-esteem by Coopersmith & Fieldman (1974), it is

defined as people’s evaluation of whether their self concept attains their standards and

values or not. Referring to FLCAS, students with fear of negative evaluation would

choose a positive response to questions like “I am afraid that the other students will

laugh at me when I speak the language” but would settle for negative response to

questions like “ I don’t worry about making mistakes in language classroom”.

The third component which is the general feeling of anxiety is the feeling that

relates with other apprehensions but not to communication or fear of negative evaluation

(Horwitz, Horwitz & Cope, 1991). The conflict exists is attributed to learners’ fear

towards test and examination in language class as well as the overall situation in

language classroom. Test conducted in language class happens to be more challenging

and pressuring in second and foreign language learning classes since learners are

required to recall and coordinate many grammar points during the limited test period

(Ohata, 2005). As a result, Price (1991) mentions that learners may answer wrongly or

simply become ‘freeze up’ due to the nervousness even when they know the correct

answers. Additionally, students with general feeling of anxiety would still get anxious

even though they have made preparations for the language class.

Price (1991) also mentions that the role of experience also contributes to the

general feeling of anxiety. From her study, she found that anxiety also manifests

generally based on experiences in language classes. For those who had negative

experiences in previous language classes, they would likely to develop their anxiety the

first moment they entered the class. Therefore, the role of experience is also important in

determining first impression of language learning. As a result, students who have

general feeling of anxiety would go for positive response to question like “even if I am

well prepared for the class, I feel anxious about it” and settle for negative response to

question like “it wouldn’t bother me at all to take more language classes” in the FLCAS.

13

As stated by Littlewood (1984), there are many differences between second

language and foreign language learning. In relation to the differences of language, the

feeling of anxiety manifests due to the factor of language familiarity (Crookall &

Oxford, 1991) , the availability of input and sources (Wan Zarina et al., 2007), the

reasons for language learning (Ohata, 2005), and others. In addition, the level of anxiety

may be influenced by the difference in second and foreign language.

This study focuses on the two groups of Malaysian students in UTM who enroll

in second and foreign language classes. The first group is a group of students who are

taking the English for Academic Communication (UHB 1412) classes. This group can

be also perceived as the group of students who are taking their second language classes.

For this group, the UHB 1412 subject is a compulsory subject to be taken by all the

UTM students. Additionally, they are also required to pass and score at least C- for the

subject. Since they are obligated to enroll in the English classes, it may be the reason for

the students to feel more anxious. Furthermore, the requirement for the passing grade

can also contribute to the feeling of anxiety along with the fact that their grade is

included in the CGPA (Cumulative Grade Point Average). Nonetheless, there are

possibilities where the students may feel less anxious in second language learning. This

is regarding to the fact of overwhelming exposure to L2 input given that Malaysian

students have been taking English classes since standard 1 (seven years old). Due to this,

students may have reasons to be less anxious in learning English in the university.

As for the second group, the students are those who enroll in the foreign

language classes which are the Japanese I, Mandarin 1 and French 1 where the

enrollment in totally on voluntary basis. The students who enroll in these classes may

have personal interest such as for entertainment, job employment, traveling and others.

For this group, their anxiety level may be low due to the voluntary factor since several

researches have indicated that interest in language learning does help in giving

motivation and thus resulting low anxiety in students. However, by looking at the

familiarity of the language, students may feel more anxious when they encounter it for

14

the first time (Price, 1991). The fact that sources of language are difficult to find may

also contributes to the feeling of anxiety.

This study is also focusing on the level of anxiety for different gender. There are

reasons to believe that female and male students possess different ways of managing

their emotions and therefore different ways of handling their worries and anxiety.

Studies by Kitano (2001) and Campbell and Shaw (1994) revealed a significant

difference of anxiety level between male and female in language learning. Kitano found

that male students were more confident to perform tasks in language class and thus have

low anxiety level. On a contrary to Kitano’s findings, Campbell and Shaw found that

female students were the one with low anxiety level as compared to male. Apart from

that, there are also studies that indicate no differences in anxiety between genders. This

studies were conducted by Rosenfeld and Berko (1990) and Fayer, McCrosky and

Richmond (1984).

This study is also sought to find the differences of anxiety level in race. As

mentioned, differences in race are still considered as a sensitive issue in Malaysia.

Nevertheless, it is important to find out whether race plays a role in determining the

anxiety level for students who are learning language. Oxford (1999) has stated that

‘ behaviours vary across cultures, and what might seem like anxious behaviour in one

culture might be normal behaviour in another culture’ (p.554). Thus, in Malaysia,

anxiety level is assumed to vary among different races like Malay, Chinese, Indian and

Others.

There has been an increase in the awareness of the problems in second/foreign

language learning regarding the feeling of anxiety (Andrade & Williams, 2009). Since

anxiety can hinder performance and achievement (Brown, 1987; Onwuegbuzie et al.,

2000), classroom anxiety is a topic deserving of continuing investigation. Most

researchers focused mainly on students studying foreign language and second language

separately but not many have considered investigating the differences of anxiety

between these two languages. Besides that, there are only small numbers of studies that

15

have been conducted in Malaysia regarding the issue of language anxiety. Since the

effects of anxiety in language learning are detrimental, there is a need to further

investigate on to what extend anxiety can affect language learning as well as the

differences between the anxiety level depending on the factor of second or foreign

language as well as on gender and race.

1.2 Statement of Problems.

The issue of anxiety in language learning has become more and more significant

over the years. Many researches and studies conducted have all come with the same

conclusion that indicates the seriousness of anxiety in both second and foreign language

learning (Zheng, 2008). A study conducted by Ohata (2005) reveals some potential

sources of anxiety in language classroom. Surprisingly, these sources came from the

elements that are taken lightly by lecturers/instructors, stakeholders and even the

students themselves. In other words, the severity that anxiety serves have yet being

considered as a serious matter in language classes especially in Malaysia. Nevertheless,

it should be noted that the issues of educational psychology is still a sensitive and mostly

being preserved in Malaysia. Despite that, the need to fully address the issue of anxiety

in language learning is a must in order to avoid the effects from becoming more serious.

The effects of both second and foreign language anxiety can be viewed from the

perspective of three major contributing factor of anxiety in language learning. These

three factors include the communication apprehension, fear of negative evaluation, and

general feeling of anxiety. (Horwitz, Horwitz & Cope, 1986; Casado & Dereshiwsky,

2004).

16

Communication apprehension in second and foreign language learning is very

apparent in contributing the detrimental feeling of anxiety in class. It is very important

for all language practitioners to realize the effects that it brings into language learning as

a whole. Among the effects of communication apprehension can be seen from the

difficulties of communicating with others in class. As stated by Horwitz, Horwitz &

Cope (1991), learners with communication apprehension will have difficulties in term of

speaking in public as well as listening to spoken messages or information.

Seiler (1996) also adds that the effect does not only evolve within the individual

himself but also affect other people around them as well. Seiler (1996) mentions that it is

a serious problem for learners who unable to understand what others are saying and it is

completely another problem to make others understand what they are saying. In this

sense, communication breakdown happens when no understandable messages and

information are transferred (McIntyre & Gardner, 1989). As a result, students do not

gain anything from the lesson and either second or foreign language learners group; both

have shown no sign in language development at all.

As for the second contributing factor of anxiety, fear of negative evaluation can

affect learners by threatening their self-confidence This is related to the fact that the

feeling of anxiety is ‘a form of serious personal discomfort, and most people simply fail

to perform at their best under such constraints’ when they feel that they are negatively

being watch by others in class including instructors (Crookall and Oxford, (1991:141).

In this situation, the fear that manifests deeply within oneself will later reduce one’s self-

esteems and confidence as language learners (Oxford, 1990). Consequently, learners

become too sensitive especially regarding comments from instructors or friend

(McIntyre & Gardner, 1991). As a result, there are some students; as mentions by Von

Worde (2003), who project detrimental thoughts toward their language instructor and

friends.

Horwitz, Horwitz & Cope (1991) state that students become very self-conscious

during activities like speaking since it can expose their inadequacies. The fear of getting

17

evaluated makes them feel more intimidated especially when others speak better than

they do. This is due to the fact that speaking activities in language classes unconsciously

promote the environment of evaluating each other proficiency. As a result, learners feel

that they are constantly making fool of themselves and thus lead to making mistakes

while answering questions even though they know the answers (Price, 1991). This can

affect their performance and achievement in class and therefore fail to develop their

language competency (Scovel, 1978)

In the third contributing factor, the general feeling of anxiety affects second and

foreign language learners from the feeling of worries that they are going to be left

behind. This is due to the fact that some learners have the inability to follow or

comprehend the lesson in the same pace with others in class (Horwitz, Horwitz & Cope,

1991). Consequently, Von Worde (2003) claims that language learners feel very upset

when they find it very difficult to understand the forms and functions of language in a

limited time. Besides that, Horwitz, Horwitz & Cope (1991) also mention that these

types of learners are most probably being left behind when the class moves too quickly.

As a result, learners with general feeling of anxiety tend to be perceived as

underachiever in class. Not only that, they too would not be able to perform better in

examination or test (Dembo, 1991). This relates to another consequent of general feeling

of anxiety can be viewed from the aspect of language test. Taylor (1964) also mentions

that learners with test anxiety feel too scared and unhappy that they will get scolded.

Without a doubt, anxiety is one of the most significant language difficulties that

affect students’ performance and achievement (Brown, 1987; Price, 1991). The feeling

of anxiety, according to Krashen (1985), will hamper the process of receiving

comprehensible input from the environment and therefore leads to the failure to perform

well in class. In other words, anxiety will definitely become a ‘block’ that will stop

students to fully perform in class. As a result, students feel more and more scared and

worried when it comes to language learning which later will affect their achievement in

other classes as well (Onwuegbuzie et al. 2000). This situation will be a major problem

for those who are taking the English subject in UTM since their grade are counted in the

18

CGPA. The students will feel more burdened and anxious and thus affecting their

performance, achievement and grades. As the requirement for the passing grades is C- ,

it will affect their GPA. Worst, those who are severely affected by the feeling of anxiety

might not be able to perform at all and thus resulting them to fail in the English classes.

Consequently, these students may have to re-take the subject or they would not be able

to graduate. Since the class is a compulsory subject to be taken, it is similar to being

forced. Therefore, this factor is also one of the contributing factors that causes high

anxiety level as compared to those in FL.

In Malaysia, English is often used as a screening mechanism for selecting

potential candidates in job interviews. Learning English is an obligation and English

competence accreditation is very critical in order to get a good job. With this pressure,

students are more likely to experience great stress in learning English knowing that the

expectation to do well during job interviews is very high. Consequently, worries about

their competence will dramatically influence anxiety level in their L2 classroom (Cheng,

2008). As a result, their worries might become a reality should they are overpowered by

the feeling of anxiety that leads to failure in development of proficiency (Ohata, 2005).

As for the FL group, the students are more motivated in attending the language

classes and that leads to a better perception of the language. However, according to

Daley et al. (1999), students occur to have self-enhancement bias where they become

more unrealistically optimistic about their ability to learn a FL. This biasness will allow

the students to have too much expectation towards their ability and thus resulting to a far

bigger impact once they face the difficulties in the FL class (Young 1991b). Since

confidence is a very powerful emotion, once it is severed, it is hardly to re-surface given

that the students is still surrounded by the same environment (Zheng, 2008). As a result,

students will feel more vulnerable, fear of any kind of evaluation, afraid to speak up in

class and most importantly being left with severed self-esteem (Coopersmith &

Fieldman, 1974).

19

As stated by Wicks-Nelson & Israel (2006), even the slightest negative emotion

such as fear and worried would be able to decrease one’s confidence since it is much

easy to break them than to build it. As it seems, anxiety is the most frequently emerged

emotion since it comes from every elements in language classes such as communication,

evaluation, test and others (Hortwitz, Horwitz & Cope, 1991). Therefore, the possibility

of anxiety becoming a factor that reduces one’s self confidence is very pronounced.

Consequently, the feeling of anxiety might be carried out outside the language classes

where it will affect other subjects as well. Not only that, Von Worde (2003) and

Horwitz, Horwitz & Cope (1991) mention that students who feel too anxious are more

likely to find a quick solution by carrying it into an act of avoidance. In other words,

students would most likely form a habit of refusing to attend classes. As stated by

Ehrman (1996), learners have their own defense mechanism to reduce the feeling of

anxiety. This includes reluctant to participate and avoid the event. In short, the feeling of

anxiety not only can affect the L2 and FL learning but other subjects as well.

Language teaching and learning revolves mainly around approaches, techniques

and methods being used in the class (Larsen-Freeman, 2000). When all these parts of

learning are well covered and attended, the process of language learning would be easier

and more effective and hence become the basis for achievement. Nevertheless, the

approaches and techniques can be the causes of failure in language learning when they

are wrongly applied. Given the fact that the context of learning is different, it is

undoubtedly that the approaches for L2 and FL learning are different from L1 learning.

Many researchers have pointed out that one of the most significant sources of anxiety in

language learning comes from the classroom procedures which relate with approaches

and techniques that are not suitable to be used in teaching L2/FL (Ohata, 2005). Thus, it

can be concluded that anxiety comes from the way lecturer/instructor carry out the

lesson Von Worde, 2003; Price, 1991).

Many have assumed that training students to speak is the best way to teach

language. This is similar to Levine (2003) who states that instructors’ perceptions of

students’ language anxiety may sometimes be incongruent with students’ own

20

perceptions. Moreover, students’ stylistic preferences may possibly be in conflict with

those of the lecturer/instructor (Ohata, 2005). Instructors might have given to much

focus on drilling the students to speak whereas the studies have found that forcing them

does not help in developing their proficiency but leading to more disparaging emotions

since students feel exceptionally anxious whenever they are instructed to speak during

the lesson (Young, 1991b; Price,1991).

Von Worde (2003), Ohata (2005) and Price (1991) have all concluded that

lecturer/instructor are the one who play the most prominent roles in determining how

serious the feeling of anxious could be in language classes. The approaches adopted by

them will determine on how students will react throughout the process. Referring to

these studies, lecturer/instructors seem to neglect the fact that L2/FL learning is different

from L1 and thus the expectation for the students to do well in class is sometimes

overwhelming. Some of them seem to neglect the fact that students come from different

background of proficiency and certain techniques need to be adopted to cater their need

(Young, 1994). Moreover, some of the approaches used in teaching language are only

suitable for high proficiency students. Therefore, the low proficient students may find it

more difficult to cope and causing them to become more stressed and intimidated

(Banks, 2008).

It should be noted that some lecturers/instructors are not aware of the

contributing factors of anxiety and thus keep on using the same approaches like forcing

them to speak, evaluating them in front of classes, giving too much tests and others (Von

Worde, 2003). It is important for the instructors to be aware of these factors in order to

present a non-threatening condition for the students to learn. As stated by Elkhafaifi

(2005), language instructors should provide a safe and welcoming classroom

environment in which students can feel comfortable. This relates to one of the potential

sources of anxiety in class which is called the instructor beliefs about language teaching

(Young, 1991a). Therefore, it is very crucial to find more suitable approaches to reduce

the students’ anxiety level.

21

Anxiety also developed differently within gender. Researchers have found that

female and male students perceive language learning differently from each other. It is

very wrong to assume that female and male students will react similarly in language

learning (Pappamihiel, 2002). As stated by Wicks-Nelson & Israel (2006), naturally,

female feel more anxious than male. However, the issue of gender differences in

learning has yet to be thoroughly addressed. Techniques being used in languages classes

seem to raise the anxiety level within certain gender. Male students tend to be more

anxious to make mistakes in classes especially in front of others in class where it relates

with the factor of fear of negative evaluation. This relates to the ‘performing

masculinity’ as stated by Coates (2004:138). On the other hand, female students feel

more anxious when they do not understand instructions in class (Campbell & Shaw,

1994). This relates to the general feeling of anxiety (Casado & Dereshiwsky, 2004) and

‘performing femininity’ (Coates:138) . Thus, the way anxiety manifests within female

and male students is different from each other (Rosenfeld & Berko, 1990). These

differences are yet to be addressed carefully and taken seriously by both instructors and

students.

Referring to a study by Onwuegbuzie, Bailey & Daley (1997), female students

tend to be more anxious than male in certain classroom situation. This relates mostly to

the classroom setting as well as techniques of questioning. In short, some discomfort and

pressured situations for female students may not be the same nerve-wracking for the

male students (Onwuegbuzie, Bailey & Daley 1997). The more this difference is

neglected, the more anxious they become throughout the lesson. This leads to failure in

giving their best performance in class and undoubtedly affecting their achievement by

the end of the course (Scovel, 1978).

Horwitz (2001) has contended that it is important to keep the factor of cultural

differences in mind while considering the issue of language anxiety. Some practices

perceived as comfortable by one group of learners may be more stressful for other

different cultural group since they are used to different type of classroom organization

(Zheng, 2008). In this study, the differences of race in both L2 and FL is very

22

pronounced since the students come from multiracial background such as Malay,

Chinese, Indian and others. Thus, it is concluded that they come from different cultural

background that may affect their perceptions towards language learning (Horwitz ,

2001). Since learning a new language is similar to learning a new culture, some race

may be more open towards receiving a new culture and some may not (Oxford, 1999).

Anxiety also relates highly to the factor of self-esteem. A study conducted by

Phillips (1978) with Malaysian students indicates that self-esteem level varies with

different race. Since self-esteem level is different among race in Malaysia, the anxiety

level among them might also be different. Related to the number of students of same

race that enrolls in the class, students normally feel more comfortable and less anxious

when being surrounded by the same race. This is being perceived as their comfort zone

with the feeling of solidarity and a sense of belonging (Young, 1992). Therefore, the

race with less number of enrolments will feel more outcast and thus accompanied by

high level of anxiety. This is also due to the feeling of lack of security while being

surrounded by different race which leads to high anxiety level (Ohata, 2005). As a

result, it will also affect their academic achievement in class when they are being left

out.

Another considerable difference in race is the phonological system factor. Each

race has its own different phonological system that is quite distinctive from each other.

This is proven by the theory of phonological differences between society and culture by

Fromkin et al. (2003). Since L1 is different from L2 and FL, it will be difficult to

modulate one’s phonological system into a new one. From this, it can be concluded that

the differences in phonological system might be the reason of why some races find it

difficult to speak L2 or FL. The difficulties later cause students to have apprehension

during speaking activities.

In conclusion, it is important to realize the impact of anxiety in both second and

foreign language learning. Additionally, since anxiety also differs according to gender

and race, it will be more beneficial to understand how the differences will lead to

23

different anxiety level. With the severity that it serves, the feeling of anxiety should not

be taken less seriously than other language difficulties. Understanding the factors of

language anxiety is vital in facilitating the acquisition and learning process.

1.3 Purpose of the study

Given the uprising awareness of the damaging impacts of anxiety in language

learning, it is important to identify the factors that contribute to the feeling of anxiety.

Apart from that, there is also reason to believe that these factors could be the cause of

different anxiety level among Malaysian students who learn second language and

foreign language in UTM. With the multiracial factor in Malaysia, the different of race

too could become significant since anxiety level is different among the Malay, Chinese,

Indian and others. Additionally, anxiety level also appears differently between male and

female students.

The purpose of this study is to investigate the severity of the feeling of anxiety

by referring to the anxiety level for different gender, race as well as the two groups

which are the second and foreign language groups. Apart from that, this study also

strives to identify the students’ perceptions while learning the second and foreign

language.

24

1.4 Objectives

1) To determine the anxiety level of the foreign language (FL) learners group and

second language (L2) learner group regarding the factors that contribute to the feeling of

anxiety which are the communication apprehension, fear of negative evaluation and

general feeling of anxiety.

2) To identify the students’ perceptions from the foreign language (FL) learners group

and second language (L2) learner group regarding the factors that contribute to the

feeling of anxiety which are the communication apprehension, fear of negative

evaluation and general feeling of anxiety.

3) To determine the differences of anxiety level for different gender, race and the two

groups which are the foreign language (FL) learners group and second language (L2)

learner group.

1.5 Research Questions

1) What is the anxiety level of the two groups which are the foreign language (FL)

learners group and second language (L2) learner group regarding the factor that

contribute to the feeling of anxiety which are the communication apprehension, fear of

negative evaluation and general feeling of anxiety?

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