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Investigating School Climate as a Factor to English Language Anxiety in Malaysia

Author

Listed:
  • Noor I. Elas∗

    (University Technology MARA, Selangor, Malaysia)

  • Faizah A. Majid

    (University Technology MARA, Selangor, Malaysia)

  • S. Narasuman

    (University Technology MARA, Selangor, Malaysia)

Abstract

English language learning can be a stringent chore for a number of language learners especially in Malaysia. Hence, this indirectly create obstacles for language learners whom are fluently with first or native language. A considerable amount of language learners without doubt have experienced one kind of anxiety in learning English language which is known as English Language Anxiety (ELA). Therefore, this research was carried out to look into ELA among form 4 students in selected schools and at the same time, this research is aimed to study the level of anxiety and to determine the types of anxiety in English learning. Obviously, by understanding that English language learning takes place and starts at school, it also aims to investigate whether school climate can be a new predictor to ELA. For this purpose, 80 students were selected in schools that located in a neighbourhood. The instrument was questionnaire which composed of English Language Classroom Anxiety Scale (ELCAS) that was adapted and School Climate English Language Anxiety (SCELA) which was developed anon in this research. SCELA had gone through validity and reliability and it was considered to be a reliable questionnaire. The result proved that the students were having high level of anxiety and the most influencing types of anxiety are Communication Apprehension and Fear of Test Anxiety. This two types of anxiety proved the underlying reason for high level of anxiety experienced by the students. As for the School Climate to be considered as the new predictor for ELA, the result obtain in the research had unveiled that Academic Dimensions and Social Dimensions to be significantly influence ELA. The data was computed by using Multiple Regression in SPSS Version 22.0. In brief, this outcomes suggest that English teachers should create a motivating and encouraging classroom to engage the students attention in learning English Language. Teachers should be able to know the remedies to fight over the anxiety that constantly aroused in the English classroom successfully as to provide the needs for students in learning English language.

Suggested Citation

  • Noor I. Elas∗ & Faizah A. Majid & S. Narasuman, 2020. "Investigating School Climate as a Factor to English Language Anxiety in Malaysia," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 6(2), pages 96-103.
    • Handle: RePEc:apa:ijhass:2020:p:96-103
    DOI: 10.20469/ijhss.6.20005-2
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    References listed on IDEAS

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    1. Nor Hidayati Abdullah & Nur Hani Laily Ramli & Mahfuzah Rafek, 2017. "Mass lecture in language learning: What do the boys and girls think?," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(2), pages 115-123.
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