Abstract
This study aims to identify the level of English language anxiety and level of motivation in speaking English among Malaysian Pre-University students. The research sample was composed of pre-university students in Selangor, Malaysia. Using a quantitative research method, the researcher distributed a survey questionnaire which was developed by adapting existing questionnaires by Pappamihiel (2002) for English language anxiety scale and Schmidt, Boraie, and Kassabgy (1996) for motivation. Results of the data analysis established there was a low level of English language anxiety in speaking English among pre-university students, and moderate level of motivation, yet the level of intrinsic motivation was slightly lower than the level of extrinsic motivation in speaking English among pre-university students. The results showed there was a significant correlation between English language anxiety and motivation in speaking language. However, there was no significant difference in gender for English language anxiety and motivation. There was a significant difference on races for English language anxiety and insignificant differences on races for motivation. The findings of this study may serve as a platform for school authorities and policymakers in developing motivation and reducing language anxiety among students.
Highlights
English is an international language and has been spoken in many countries as native or second and foreign language
This study aims to identify the level of English language anxiety and level of motivation in speaking English among Malaysian Pre-University students
Results of the data analysis established there was a low level of English language anxiety in speaking English among pre-university students, and moderate level of motivation, yet the level of intrinsic motivation was slightly lower than the level of extrinsic motivation in speaking English among pre-university students
Summary
English is an international language and has been spoken in many countries as native or second and foreign language. Almost in every country the English language has become mandatory to be taught in schools. According to Khemlani, Cavallaro, and Coluzzi (2009), in the year of 2000, after two decades, English was re-implemented as a compulsory subject in pre-university for those students who wish to enrol in local universities. The English subject was introduced as Malaysian University English Test (MUET) and the government made the students sit compulsorily for the examination in order to enter public universities. Miskam and Saidalvi (2018); Khemlani et al, (2009) reported the new policy was introduced in 2002 that Science and Mathematics must be taught in English language in all government schools and later on Miskam and Saidalvi (2018) added that MBMMBI (Uphold Bahasa Malaysia and Strengthen the English Language) was introduced in 2009 for the students to improve English language proficiency level. The coherent explanation was given by the government over the changes that they (Ministry of Education) want to ensure all students should not be left behind in this world of globalization
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