Abstract

Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

Highlights

  • Arabic Language is one of the foreign languages in Malaysian society which is offered in the Malaysian schools as an elective subject

  • Based on the items in the questions, it can be seen that participants had anxiety problems such as feeling nervous whenever the teachers asked questions

  • The study concludes that anxiety in speaking skill exists in any languages learned by humans, including the Arabic language

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Summary

Introduction

Arabic Language is one of the foreign languages in Malaysian society which is offered in the Malaysian schools as an elective subject. The language has a long history related to the Muslim community in Malaysia. To appreciate the emergence of Arabic Language in the Malaysian system of education, understanding the background of how the Arabic language has developed in Malaysia is important. Such processes include developing a dynamic and global curricular, revising textbooks, encouraging the usage of teaching aids (including the utilisation of technology), offering a scholarship, providing appropriate budgets or funds and widening the opportunity for students to further studies in the Arabic Language related courses. According to Febrian et al (2017), all these are the processes to make Arabic language as a common language for Muslims in general. The Emergence of Arabic Language in Malaysian System of Education

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