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Journal articles on the topic 'English learning anxiety'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Carlota, A. Usman. "ENGLISH LANGUAGE LEARNING ANXIETY AND ACHIEVEMETNS AMONG SENIOR HIGH SCHOOL STUDENTS AT SELECTED SECONDARY SCHOOLS IN JOLO." International Journal of Novel Research in Education and Learning 10, no. 4 (2023): 16–29. https://doi.org/10.5281/zenodo.8113678.

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<strong>Abstract:</strong> This study ascertained the extent and the significant difference between the English language learning anxiety and achievements towards learning English as a second language among Grade 11 students at selected secondary schools in Jolo, Sulu during the school year 2017-2018 when data are grouped according to students ' gender, average monthly family income and parent's educational attainment. It answered the research questions based on the following hypotheses: 1) There is no significant relationship between English learning and achievements of senior high sc

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Arniati, Fitri. "Students’ Anxiety in Learning English." JISHUM : Jurnal Ilmu Sosial dan Humaniora 2, no. 1 (2023): 59–74. http://dx.doi.org/10.57248/jishum.v2i1.270.

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Anxiety is a sense of restlessness, together with fear or worry, that may be mild or intense. Everyone has emotions of tension at some unspecified time in the future in their life. For example, you can experience involved and hectic approximately sitting an exam, or having a scientific test or job interview. Anxiety is a normal thing to feel when someone faces a situation or hears news that causes fear or worry. However, you need to be wary of anxiety if it appears for no reason or is difficult to control, because it could be caused by an anxiety disorder. This research aims to find out what e

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Ju, Chen Hui-Jing Hsiao. "Effects Of Online Peer Learning On Speaking Performance And Language Learning Anxiety." International Journal of Social Science and Human Research 07, no. 03 (2024): 1895–902. https://doi.org/10.5281/zenodo.10829168.

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This study investigated the effects of an online peer learning program on undergraduate student English speaking proficiency, language anxiety, and perceptions of online peer learning. The study adopted a case study design and recruited 32 undergraduate students from the Department of Applied Foreign Languages at a university in central Taiwan. The online peer learning program improved students’ English communication skills and reduced students’ learning anxiety by facilitating interactions with online foreign peers. Quantitative data from oral proficiency tests and the Foreign Lan

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Liu, Meihua, and Ning Du. "A Study of Chinese University Students’ English Learning Motivation, Anxiety, Use of English and English Achievement." Sustainability 16, no. 19 (2024): 8707. http://dx.doi.org/10.3390/su16198707.

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Research has found that contact with a second language (L2), L2 motivation and foreign language anxiety are important variables affecting L2 learning. Nevertheless, not much research has explored the relationships among these variables and their interactive effects on L2 learning outcomes. The present large-scale survey study examined the relationships between English learning motivation, English classroom anxiety and use of English, as well as their predictive effects on Chinese university students’ English achievement. A total of 439 randomly sampled students from two Chinese universities in

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Mahmuda, Teuku Imam. "Students� Anxiety in Learning Speaking." English LAnguage Study and TEaching 4, no. 2 (2024): 63–67. http://dx.doi.org/10.32672/elaste.v4i2.7339.

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This research was conducted to investigate the types of students' anxiety in speaking English and the factors that cause language anxiety in speaking English. This study uses a qualitative method. Participants in this research were 32 second grade students from SMP Negeri 1 Darul Imarah. Data obtained from questionnaires. The results showed that there are three types of anxiety felt by students when speaking English, namely state anxiety, trait anxiety, and situational anxiety. In addition, factors that cause students' anxiety when speaking English are fear of speaking inaccurately, fear of ne

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Chi, Xiang, and Zhu Yongjin. "A Study on English Learning Anxiety of Local Normal College Students." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 930–38. http://dx.doi.org/10.47772/ijriss.2024.803064s.

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English learning anxiety refers to the learners’ anxiety, tension, self-doubt and other subjective emotions produced in English learning, which is reflected in students’ low evaluation of their English communicative ability. This paper investigates the English learning anxiety of 260 college students in Hubei Province by means of questionnaire. It is found that the overall level of English learning anxiety of college students is high, among which the main causes of anxiety are fear of negative evaluation, fear of communication, and lack of confidence in English, and communication fear is the s

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Zhang, Junmin, and Yanan Li. "The Role of Teacher-Student Rapport in Reducing English Learning Anxiety: Evidence from Chinese Non-English Major Students." Education Reform and Development 7, no. 2 (2025): 36–46. https://doi.org/10.26689/erd.v7i2.9736.

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This research examines the interrelation between English learning anxiety and teacher-student rapport among Chinese non-English major undergraduate students. Employing a quantitative research approach, the study establishes a correlational model to examine the connection between English learning anxiety and teacher-student rapport. A cohort of 240 non-English major undergraduates in China partook in the investigation. Utilizing Pearson’s correlation analysis and regression analysis, the article scrutinizes the correlation between English learning anxiety and teacher-student rapport. The findin

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Rondonuwu, Joppi. "University student strategies to cope with anxiety in learning English." UAD TEFL International Conference 2 (January 18, 2021): 195. http://dx.doi.org/10.12928/utic.v2.5757.2019.

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This article has been prepared to report a quantitative study that revealed the strategies of students of English major and non-English major to cope with anxiety in the learning of English as a foreign language, including the description of student anxiety in learning English and strategies to cope with English learning. The respondents consisted of 173 students from English major and 173 students from non-English major of a private university in North Sulawesi Province. The validated adapted constructs of the questionnaire, namely strategies and anxiety, were originally proposed by He and Ho

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Fei, Wang. "Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China." JOURNAL OF ADVANCES IN LINGUISTICS 10 (October 5, 2019): 1569–75. http://dx.doi.org/10.24297/jal.v10i0.8444.

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The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign

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Wu, Chia-Pei, and Huey-Ju Lin. "Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)." English Language Teaching 9, no. 9 (2016): 52. http://dx.doi.org/10.5539/elt.v9n9p52.

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<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that E

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Mehrdad, Moradi Mohammadreza Jamili. "Role Of The Motivation And Anxiety In Learning English." Multicultural Education 8, no. 1 (2022): 150. https://doi.org/10.5281/zenodo.5884900.

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<em>Motivation has an important role for the learners in language learning. On the other hand, the study about motivation and anxiety in learning language have not been discussed adequacy. Motivation is a significant factor for engaging the EFL (English as a Foreign Language) students in their learning process. According to Dornyei (1998), “some researchers agree that motivation is answerable for determining human performance by stimulating it and giving it direction. Engaging learners’ motivation could help them to have a way to achieve their dreams. On the other hand, English lea

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Mehrdad, Moradi Mohammad Reza Jamili. "Role Of The Motivation And Anxiety In Learning English." Multicultural Education 7, no. 9 (2022): 609. https://doi.org/10.5281/zenodo.5895086.

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<em>Motivation has an important role for the learners in language learning. On the other hand, the study about motivation and anxiety in learning language have not been discussed adequacy. Motivation is a significant factor for engaging the EFL (English as a Foreign Language) students in their learning process. According to Dornyei (1998), “some researchers agree that motivation is answerable for determining human performance by stimulating it and giving it direction. Engaging learners’ motivation could help them to have a way to achieve their dreams. On the other hand, English lea

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Kim, Tae-Young, and Eun-Young Choi. "English learning anxiety and English learning demotivation in South Korean third-year high school students." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 39 (January 11, 2023): 75–91. http://dx.doi.org/10.30827/portalin.vi39.22305.

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Because of the high level of anxiety and academic pressure associated with the college entrance exam in South Korea, this study investigated the effects of English learning anxiety on English learning demotivation and academic achievement in third-year high school students. To determine the correlations of the effect of English learning anxiety on both components, 249 participants were selected from nine third-year student classes at an academic high school in Gyeonggi Province, South Korea, to complete questionnaires, the data from which were analysed using quantitative statistical methods. T

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Xie, Yanhong, and Xingzi Zhang. "A Study on the Impact of PAD Class Model on Junior Middle School Students’ English Learning Anxiety." Journal of Social Science and Humanities 6, no. 8 (2024): 90–95. http://dx.doi.org/10.53469/jssh.2024.06(08).17.

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Foreign language learning anxiety is considered one of the emotional factors that hinders foreign language learning and affects English teaching effectiveness. Currently, junior middle school English teachers in China pay little attention to the impact of learning anxiety on teaching, and there are few studies on English learning anxiety among Chinese junior middle school students. Furthermore, no research has been found regarding the influence of the PAD Class model on English learning anxiety of junior middle school students. Therefore, this study takes 49 first-year junior middle school stu

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Rodiah, Siti, and Neneng Islamiah. "THE STUDENTS’ ANXIETY TOWARD ENGLISH LEARNING." Intensive Journal 2, no. 2 (2019): 120. http://dx.doi.org/10.31602/intensive.v2i2.2463.

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Irnanda, Septhia, Nora Fitria, Sabrina, Cut Mulia Zuhra, and Zaiyana Putri. "First-Year Students’ English Language Learning Anxiety: A Survey at Universitas Serambi Mekkah." Proceedings of International Conference on Multidiciplinary Research 6, no. 1 (2024): 7–12. https://doi.org/10.32672/picmr.v6i1.735.

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English is a relatively difficult subject for Indonesian-speaking learners. The anxiety of learning English is reported to be associated with the level of English learning achievement. To understand the Universitas Serambi Mekkah students’ psychological states towards English learning in general, this study surveyed the first-year students’ English language learning anxiety using a questionnaire developed by Iwaniec (2014). This anxiety measuring tool uses five-point Likert-scale questions and consists of 8 items. The population was all new students of the 2023 Academic Year at Universitas Ser

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Zhang, Di, and Xiaobin Yang. "The Relationships between English Learning Enjoyment, Anxiety, Boredom and English Achievements of Rural Middle School Students." Yixin Publisher 2, no. 2 (2024): 193–200. http://dx.doi.org/10.59825/jhss.2024.2.2.193.

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Based on the perspective of positive psychology, this article explores the status quo of students’ English learning enjoyment, anxiety and boredom in a rural middle school by investigating 203 participants in Grade two. From the data analysis, conclusions are drawn as follow: (1) Students experience a higher level of English learning enjoyment but lower levels of anxiety and boredom, while English learning anxiety is higher than boredom. (2) There is a significant gender difference in English learning anxiety, while there is insignificant difference between enjoyment and boredom. (3) There is

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Guo, Xuemei, and Xin Gu. "Research on the relationship between college students’ English learning anxiety and biomechanical factors." Molecular & Cellular Biomechanics 21, no. 2 (2024): 450. http://dx.doi.org/10.62617/mcb.v21i2.450.

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English learning has become essential for higher education for students throughout the world, particularly in non-English-speaking nations where fluency in the language is frequently linked to success in the classroom, employment prospects, and international communication. Learning English is an emotional as well as a cognitive endeavor for many students. Anxiety related to language acquisition, including exam anxiety, fear of rejection, and fear of communication, is a common issue that can significantly impact how well students achieve. The goal of this research is to examine the connection a

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Naibaho, Lamhot. "FACTORS AFFECTING STUDENTS’ FAILURES DUE TO ANXIETY IN LEARNING ENGLISH." English Review: Journal of English Education 10, no. 3 (2022): 911–18. http://dx.doi.org/10.25134/erjee.v10i3.6462.

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Abstract: This study aims to determine the factors affecting students' failures due to anxiety in learning English. It was conducted at Universitas Kristen Indonesia, Jakarta, within three months. This study was a descriptive qualitative study with a survey design. The study's respondents consisted of 98 from three parallel classes at UKI. The sampling method in this study uses the cluster sampling method. In this study, a set of questionnaires was used to collect the data. It is used to measure English language anxiety. It has three constructs: communication anxiety, fear of negative assessme

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Yang, Tianhua. "A Study on the English Learning Anxiety of College Students in Webcast Teaching Environment." Journal of Educational Research and Policies 6, no. 7 (2024): 113–19. http://dx.doi.org/10.53469/jerp.2024.06(07).24.

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English learning anxiety is a complicated psychological emotion. Based on a systematic review of existing research findings, this paper, employing the Affective Filter Hypothesis as the theoretical basis and 177 random undergraduates from a Minzu University as the research subjects, aims to understand the general situation and specific performances of students’ English learning anxiety in online classes through a questionnaire and a structured interview and identify the causes of English learning anxiety so as to propose corresponding strategies. With the assistance of Excel, the investigation

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Noviyenti, Leffi. "EFL Islamic Elementary Students’ Anxiety in Learning English." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (2021): 209–19. http://dx.doi.org/10.35445/alishlah.v13i1.406.

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This study investigates elementary school students’ anxiety over learning English, the influential factors of their anxiety, and the teacher’s strategies to reduce their anxiety. Anchored in a mixed research method, 75 fifth grade students at SDIT Robbi Rodhiyah in Curup, Bengkulu, Indonesia were involved as the sample for quantitative investigations into their learning anxiety levels and the influential factors of their anxiety. In addition, one English teacher was recruited as the qualitative subject to be interviewed on the teacher’s strategies to reduce students’ anxiety. The quantitative

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Pei, Junhong. "Exploring the Relationships Between Motivation and Anxiety of College Students English Language Learning." Lecture Notes in Education Psychology and Public Media 31, no. 1 (2023): 59–64. http://dx.doi.org/10.54254/2753-7048/31/20231821.

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Several earlier investigations addressed the connection between motivation and anxiety, but there are scant studies focusing on their relationship in English learning. This study examines how anxiety interacts with motivation in Chinese students learning English. Participants were 51 college students in Sichuan province in China. In this study, a questionnaire including an anxiety scale and a motivation scale was used to collect data, which was analyzed by SPSS. This research used descriptive statistic and correlation analysis. The three links between motivation, anxiety, and extrinsic and int

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Sulastri, Sulastri, and Ratnawati Ratnawati. "Students’ Strategies in Reducing Anxiety in Learning English." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (2018): 423–28. http://dx.doi.org/10.34050/els-jish.v1i4.5047.

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The aims of this research is to know the level of anxiety faced by students at ABA-UMI, to know the factors cause anxiety, and to know the students’ strategies in reducing anxiety in learning English. This research used descriptive qualitative method. The writers focused on observing the level of anxiety faced by ABA students. The writers took two classes as the repondents in 2013-2014 academic years. The writers did classroom observation and interviewed nine (9) students who tended to feel anxious in learning English. The observation was conducted three meetings in speaking class and the writ

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Sara, Atef-Vahid, and Fard Kashani Alireza. "BRAIN Journal - The Effect of English Learning Anxiety on Iranian High-School Students' English Language Achievement." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 2, no. 3 (2011): 29–44. https://doi.org/10.5281/zenodo.1042603.

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ABSTRACT The present study explored English language learning anxiety among 38 third-year high school students in English classrooms and its relationship with overall English achievement. Students’ foreign language anxiety was surveyed and analyzed using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) [14] and their English achievement was measured through their final standardized English exam administered by the school. The results showed that although some students felt extremely confident and relaxed, however, one-third of the students experienced moderate

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Zang, Qing. "Integrated English and educational psychology teaching in universities on students’ anxiety disorders." CNS Spectrums 28, S2 (2023): S16. http://dx.doi.org/10.1017/s1092852923002870.

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BackgroundAnxiety is a common phenomenon in English learning. In order to clearly demonstrate the impact of the integrated teaching of English education and educational psychology in universities on students’ anxiety disorder, this study conducted a questionnaire survey and structured interviews to investigate English anxiety and compare significant differences.Subjects and Methods This study is based on the combination of English education and educational psychology. A questionnaire survey and structured interviews were conducted on 630 students from three different types of universities. The

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Liu, Meihua, and Tianhao Li. "Predictive Effects of English Classroom Anxiety and Motivation on Chinese Undergraduate EFL Learners’ English Achievement." Journal of Language and Education 10, no. 2 (2024): 84–94. http://dx.doi.org/10.17323/jle.2024.16906.

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Background: Second language (L2) learning is complex, multifaceted, and greatly influenced by various factors, of which individual factors like anxiety and motivation are important ones. Though anxiety and motivation have been shown to be strongly correlated with each other and interact with other variables to collaboratively affect L2 learning, mixed findings have been revealed, demonstrating the complexity of the interrelationship between L2 anxiety and motivation and their interactive effects on L2 learning. Purpose: Guided by the self-determination theory, this study aimed to explore the l

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Wang, Wei, and Ju Zhan. "The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach." Sustainability 12, no. 7 (2020): 3009. http://dx.doi.org/10.3390/su12073009.

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Learner beliefs, anxiety, and motivation are three common learner characteristics. They have consistently been found to account for language learning performance. Meanwhile, self-regulation is critical in sustaining online learners’ continuous efforts and predicting their learning outcomes. Despite the massive and rapidly increasing number of online English learners, few studies have clarified the assumed relationships between learner characteristics (learner beliefs, anxiety, motivation) and self-regulation in the online English learning context. This study aims to fill the gap by conducting

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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.

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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao D

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Nasution, Riandry Fadilah, Maissy J. Manuas, Muhammad I. Ali, Herminus E. Pabur, and Devilito P. Tatipang. "HOW ANXIETY AFFECT ENGLISH ACHIEVEMENT?: A CORRELATIONAL STUDY OF INDONESIAN EFL LEARNERS." Journal of English Culture, Language, Literature and Education 10, no. 2 (2022): 321–37. http://dx.doi.org/10.53682/eclue.v10i2.5540.

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English is the language of communication used throughout the world, the ability to speak English is the main priority of many languages studied by students today. One of the factors that prevent students from speaking English is anxiety. This study aims to determine the level of students' anxiety in learning English, the level of anxiety of students' academic achievement and the relationship between students' anxiety with the process of learning English and their achievement in the learning process. The method used in this study is qualitative with a descriptive approach. This study was conduc

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Rahman, Andriani Abd, Roswita M. Aboe, and Naniek Jusnita. "STUDENTS’ ANXIETY IN LEARNING ENGLISH AT ENGLISH EDUCATION STUDY PROGRAM KHAIRUN UNIVERSITY." Cakrawala Bahasa 12, no. 1 (2023): 56–61. http://dx.doi.org/10.33387/j.cakrawala.v12i1.6549.

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The objective of this research was to investigate the factors contribute students’ anxiety in leaning English and their strategies to reduce the anxiety. This research used qualitative descriptive method. The subject of the research were 40 students of the second semester of the English Language Education study Program Khairun University. The data were collected by using questionnaire and interview. The result of this research show that most of the students are at “Anxious” level students. There are 18 (45%) students who experience “Anxious” level, 10 (25%) students are in “Mildly Anxious” lev

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Jusriwulandari, Wendiyarti, Diah Astriyanti, and Ageung Darajat. "STUDENTS’ ANXIETY IN LEARNING ENGLISH ( A Descriptive Study to the Seventh Grade Students of SMPN 03 Mempawah Hilir in the Academic Year of 2021/2022 )." Journal of English Language Teaching and Education (JELTE) 3, no. 2 (2022): 74–87. http://dx.doi.org/10.31571/jelte.v3i2.199.

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This research is the result of research on students’ anxiety in learning English by students of SMPN 03 Mempawah Hilir, West Kalimantan. Anxiety in learning English is often reported to negatively affect English learning. This research aims to determine the level of anxiety and the factors that dominate the anxiety of students at SMPN 03 in Mempawah Hilir, West Kalimantan in learning English, which will then be carried out further research to respond to the findings in this research. The method used in this research is descriptive approach, where the findings are presented in the form of a des

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Lum'atuddina, Syifa, and Miftachudin Miftachudin. "Anxiety in English Language Learning Among Thai Students." Conference on English Language Teaching 1 (June 19, 2021): 79–90. http://dx.doi.org/10.24090/celti.v1.8.

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English language anxiety appears in some International students while learning in the country that use any language other than their native language. International students may get anxious while learning in another country. This research tries to answer two issues. The first one is the factors causing anxiety of Thai students in English language learning and the next one is the strategies of Thai students in coping their anxiety in English language learning. The data for this qualitative study were gathered from observation and semi-structured interview. The participants are two Thai students

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Ananda, Citra Putri, Herlina Rufitriansyah, Sabilla Aprilia Zulfah, and Tri Wintolo Apoko. "Investigating Students' Anxiety on the Use of Grammar in Vocational High Schools." Linguistic, English Education and Art (LEEA) Journal 7, no. 2 (2024): 270–82. http://dx.doi.org/10.31539/leea.v7i2.7530.

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This study aims to discover how students experienced their learning anxiety in using English grammar in vocational high schools. This study used a descriptive quantitative method with 36 vocational high students of the eleventh grade in the areas of West Java and Jakarta as the participants in which the data include the participants' perspectives on their learning anxiety of grammar use in English learning. Based on the results, as many as 15% of students experienced a lack of motivation, 49% experienced insecurity, and 37% of students did not understand English grammar. As a result, students

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Xin, Han. "Insights into Second-grade Students’ English Vocabulary Learning Anxiety Differences." International Journal of Education and Humanities 13, no. 3 (2024): 164–68. http://dx.doi.org/10.54097/krs8cg89.

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With the development of humanistic psychology as well as modern English education, the emotional factors in the fundamental stage of English learning have been emphasized by scholars at home and abroad Since the early 20th century, which contributes a large number of exceptional research about the correlation between strategies of male and female English learning and academic performance. What stand out is English words that exert an essential impact on English study process and strongly associated with the comprehensive outcomes. However, studies focus on two sexes’ English learning anxiety d

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Zhu, Enxuan. "A Study of English Language Classroom Anxiety and Its Predictive Effects on Students' English Achievement." Journal of Language, Culture and Education 1, no. 2 (2024): 12–16. http://dx.doi.org/10.70267/2ak1dv47.

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In the process of foreign language learning, emotional factor-anxiety, has far-reaching impact on learning results. Anxiety is often regarded as a negative emotional factor in foreign language learning, which may hinder the development of language absorption and application ability. This study investigates the relationship between English classroom anxiety and English achievement among 30 English majors at Nankai University, class of 2022. Utilizing a self-administered questionnaire adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzing data through correlation and reg

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Wei, Chenhua. "A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol." Best Evidence in Chinese Education 10, no. 1 (2022): 1303–13. http://dx.doi.org/10.15354/bece.22.or010.

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Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students’ foreign language learning anxiety and improve their c

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Vizhi, PA Kayal, and Maya Rathnasabapathy. "Anxiety Experienced by Students with Learning Disability in English Speaking Classroom." World Journal of English Language 14, no. 1 (2023): 461. http://dx.doi.org/10.5430/wjel.v14n1p461.

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This study sought to explore the anxiety experienced by students with learning disability in English speaking classroom. For this study 33 students with English language learning disability were selected from Chennai special school. Both qualitative and quantitative analysis methods were used to assess the level of anxiety experienced by learners with learning disability in English class. The study’s results show that learners with English language learning disability experienced an extreme level of anxiety. In addition, the findings show that there is no significant difference between male an

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Zhong, Zijia. "A Study on the Current Situation of English Learning Anxiety of English Majors." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 44–50. http://dx.doi.org/10.54097/ehss.v23i.12730.

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By using adapted FLCAS as a questionnaire among 100 English majors from four different grades of Beijing Institute of Technology, Zhuhai, this study investigated the current English learning anxiety situation, the difference between different grades of English majors and the reasons of it. The results show that English majors at Beijing Institute of Technology, Zhuhai have moderate English learning anxiety and they are the most anxious at the aspect of communication apprehension. And for the English learning anxiety difference between two groups of participants, although high-grade students ar

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Rahmadani, Silvia, and Fauzul Etfita. "Foreign Language Speaking Anxiety: A Study of English Language Learning." Indonesian Journal Of Educational Research and Review 5, no. 2 (2022): 262–72. http://dx.doi.org/10.23887/ijerr.v5i2.50284.

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Speaking is the act of conveying information or expressing ideas and feelings in spoken English. Anxiety becomes a barrier to language mastery. This study analyse students' speaking anxiety in English. This research used quantitative research methods. Researchers selected class B of third semester consisting of 40 English Language Education students taken with purpossive sampling. Research instrument are used to obtain data from questionnaire. Meanwhile, the data collected by using Google Form. The total number of questions consists of 18 statements using the Likert Scale. According to the res

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Amiruddin, Mohammad, and Tanti Suparti. "MADURESE MILLENNIAL STUDENTS’ ANXIETY IN LEARNING ENGLISH." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 2, no. 2 (2018): 34–41. http://dx.doi.org/10.17977/um006v2i22018p034.

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Rohman, Fazlur. "Minimizing Students’ Anxiety In Learning Speaking English." Journal of English Teaching, Literature, and Applied Linguistics 3, no. 1 (2019): 40. http://dx.doi.org/10.30587/jetlal.v3i1.2437.

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Many students, when they learn speaking English, tend to be silent and just listen what the teacher are saying. They do not have willingness to communicate each other or to the teacher. They just want to speak up when the teacher asks them about something. They have a hunch that they fear if their friends will be laughed them when they will have some mistake in speaking, feel nervous when they have to begin the speaking and their vocabularies are limited. When the students have a situation like that, it can make the students have not been able to speak effectively. These situations are about s

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Jasmine, Grace, Stanislaus Guna, and Dewi Hidayati. "Students Speaking English Anxiety In Online Learning." English Language Education Journal (ELEJ) 1, no. 2 (2022): 36–48. https://doi.org/10.36928/elej.v1i2.1661.

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This research aimed to investigate the factors of students’ speaking anxiety during online learning and how they overcome it. This research used a descriptive quantitative method with 46 participants majoring in English language teaching. The data were taken from the questionnaire through the link Google Form. In measuring the data, the writer used SSPS 24 to view statistics in the form of mean, frequency, and percentage of the data. The result showed that the most factors which affected students in speaking English were vocabulary knowledge and classmates. In terms of vocabulary knowledge, st

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Wei, Huang. "English Learning Anxiety, Learner Engagement, And Intervention Strategies Among Chinese Undergraduates." Asia Pacific Journal of Management and Sustainable Development 12, no. 2 (2024): 143–54. https://doi.org/10.70979/tkhm8542.

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This study determined the relationships among English learning anxiety, learner engagement, and intervention strategies to propose a language learning program to improve the teaching quality and learning effect among Chinese undergraduates. The research employed a descriptive quantitative method and selected 477 undergraduates from a Chinese university to participate in an online questionnaire survey. The research conducted a pilot test to ensure reliability. The findings indicated that women were more inclined to participate in the survey and the respondents decreased with higher grades. Libe

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Liu, Meihua, and Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation." Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.

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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning m

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Kim, Hyekyeng. "Korean university students’ English learning anxiety in English conversation class." British and American Language and Literature Association of Korea 144 (March 30, 2022): 181–200. http://dx.doi.org/10.21297/ballak.2022.144.181.

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Irlina, Andi, and Ajri Khairani. "An Analysis of Students' Anxiety in Online English Learning during the COVID-19 Outbreak." TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal) 4, no. 2 (2022): 60–66. http://dx.doi.org/10.35747/tefla.v4i2.532.

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There are several factors that affect students' anxiety when learning English online. Students' anxiety affected their performance in online English learning. The purpose of the research is to find out the factors that caused students' anxiety about learning English online, and to find out the students' understanding about learning English online. The researcher was interested in finding out what factors caused anxiety in students while learning English online. The author used descriptive qualitative research to investigate the factors that caused students' anxiety and students' perceptions of

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Nasrullah, Nasrullah, Isna Humaera, and Sahril Nur. "NON-ENGLISH STUDENTS’ ANXIETY IN SPEAKING CLASS." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 4, no. 3 (2022): 534–42. http://dx.doi.org/10.52208/klasikal.v4i3.310.

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The purpose of this study is to discover how students in the non-English department at the University Muhammadiyah of Parepare feel about learning English. Based on the perspectives of the students, this study sought to identify what factors may contribute to anxiety in an English learning environment. In this case, researchers prioritize the perspectives of students who are not English majors on the anxiety they frequently experience when learning English. The researcher used a case study to conduct qualitative research. While the participants in this study were students from Muhammadiyah Uni

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Li, Yihao. "A Study on the Effects of L2 Motivational Self System and Language Learning Anxiety on English Performance of Non-English Major Undergraduates." Lecture Notes in Education Psychology and Public Media 23, no. 1 (2023): 190–200. http://dx.doi.org/10.54254/2753-7048/23/20230438.

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In the context of the evolving landscape of humanistic psychology and the introduction of the affective filter hypothesis, researchers have increasingly shifted their focus towards students emotional factors, particularly encompassing learning motivation and anxiety. This departure marks a shift away from the traditionally emphasized intelligence factors. Grounded in Drnyeis L2 Motivational Self System (L2MSS) and Horwitzs anxiety classification, this study engages a cohort of 107 non-English major undergraduates. Through the application of quantitative research methods, the investigation aims

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Rudzinska, Ieva, and Buratin Khampirat. "CULTURAL DIVERSITY IN ENGLISH LANGUAGE LEARNING IN THAILAND AND LATVIA." Journal of Education Culture and Society 10, no. 1 (2019): 219–33. http://dx.doi.org/10.15503/jecs20191.219.233.

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Aim. The article examines the characteristics of learning English in students from different cultural backgrounds – Thailand and Latvia. We aimed to gain empirical evidence of how the cultural background influences student leisure time English language learning habits and their English language learning anxiety.  Concept and Methods. In the study two questionnaires were used: leisure time use of reading and writing activities in English (RWA), and English language learning anxiety scale (ELLAS). RWA included five areas of leisure time use of reading and writing activities: using Internet

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Fauzi, Iwan, and Natalina Asi. "Examining Speaking Anxiety of Indonesian Learners of English: A Case of University Students." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 2 (2023): 263. https://doi.org/10.21093/ijeltal.v7i2.1338.

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Anxiety or nervousness is one of the affective factors that affects anyone learning and practicing English as a foreign language, especially when speaking the language. Anxiety in English speaking is commonly related to apprehension, fear, and worry that the learners experience when using the language. Most researchers in Indonesia studied speaking anxiety in terms of psychological and linguistic factors, but not specifically to relate with variables such as gender and number of years for learning the target language. This study is in addition to examining the speaking anxiety level of Indones

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