Abstract
The year of 2020 has marked the large-scale movement of online activities all around the globe. Due to COVID-19, almost all educational institutions were temporarily closed down and teaching had to be conducted online. One of the critical subjects that also had been affected by this pandemic is the teaching and learning of foreign language. This quantitative study aimed at exploring participants’ perceptions of learning foreign language and also how negative emotions influenced their learning. Questionnaires for this study were adapted from Horwitz, Horwitz and Cope (1986). Questionnaire data were collected from 71 undergraduates from a public university in Malaysia ranged from Semester 1 until 5. The means range between 2.8 to 3.3. The analysis suggest that students are very much influenced with fear of foreign language learning and this has caused them not to excel. Findings from this study would assist future research in seeking learners’ preferences in enhancing their engagement in online foreign language learning.
Highlights
Background of Study According to Moeller & Catalano (2015), foreign language is a language that is taught in classroom setting
Rafek et al (2018), investigated 56 university students’ perceptions of negative evaluation and the level of anxiety for different genders using a set of questionnaires adapted from Foreign Language Classroom Anxiety Scale (FLCAS) (Foreign Language Class Anxiety Scale) by Horwitz (1983)
The findings in the above figure explored that communication apprehension influence fear of foreign language learning
Summary
Background of Study According to Moeller & Catalano (2015), foreign language is a language that is taught in classroom setting. Past researches shown that learners had communication apprehension when it comes to foreign language(Naudhani et al, 2018) They fear tests, making mistakes, and negative evaluation(Sadighi & Dastpak, 2017). The study revealed that the types of anxiety faced by the learners are communication apprehension, fear of negative evaluation, and test anxiety. Rafek et al (2018), investigated 56 university students’ perceptions of negative evaluation and the level of anxiety for different genders using a set of questionnaires adapted from FLCAS (Foreign Language Class Anxiety Scale) by Horwitz (1983). They discovered that students were anxious for receiving evaluations from both lecturers and peers. Section B has 11 items on Comprehension apprehension, section D has 7 items on fear of negative evaluation, section D has 15 items on test anxiety
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