Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli

Malaysia has taken the decision to use English as a medium of instruction at university level beginning in 2002 and much debate has surfaced since then. English has also increased in importance in the People’s Republic of China (PRC) since the nation joined the World Trade Organization (WTO) and imp...

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Main Author:	Zulkifli, Voviana
Format:	Thesis
Language:	English
Published:	2006
Subjects:	Developmental studies programs Remedial teaching
Online Access:	https://ir.uitm.edu.my/id/eprint/14947/1/TM_VOVIANA%20ZULKIFLI%20ED%2006_5.PDF
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id	my-uitm-ir.14947
record_format	uketd_dc
spelling	my-uitm-ir.149472022-04-05T02:52:24Z Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli 2006-10 Zulkifli, Voviana Developmental studies programs. Remedial teaching Malay language. General works. History Malaysia has taken the decision to use English as a medium of instruction at university level beginning in 2002 and much debate has surfaced since then. English has also increased in importance in the People’s Republic of China (PRC) since the nation joined the World Trade Organization (WTO) and implemented an Open Door Policy. This study investigates and compares perceived second language anxiety and attempts to identify whether there are any significant differences in the level of anxiety of male and female ESL university students at Stamford College, Petaling Jaya, Selangor, Malaysia, from the PRC and Malaysia. It also attempts to identify the factors that could contribute to language classroom anxiety. Although the study did not control for factors that may influence language apprehension, the results suggest that nearly half of the total number of respondents are anxious about learning the English language. English Language Classroom Anxiety Scale (ELCAS) with 32 items was constructed and used for the purpose of the study which was adapted and adopted from Foreign Language Classroom Anxiety Scale (FLCAS) of Horwitz et. al. 33 items (1986). Findings show that gender is of slight significance but nationality is an important variable in identifying the anxiety level with the various factors that may contribute to English language classroom anxiety. 2006-10 Thesis https://ir.uitm.edu.my/id/eprint/14947/ https://ir.uitm.edu.my/id/eprint/14947/1/TM_VOVIANA%20ZULKIFLI%20ED%2006_5.PDF text en public mphil masters Universiti Teknologi MARA Faculty of Education Holmes, Richard J. (Dr.)
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
advisor	Holmes, Richard J. (Dr.)
topic	Developmental studies programs Remedial teaching Developmental studies programs Remedial teaching
spellingShingle	Developmental studies programs Remedial teaching Developmental studies programs Remedial teaching Zulkifli, Voviana Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
description	Malaysia has taken the decision to use English as a medium of instruction at university level beginning in 2002 and much debate has surfaced since then. English has also increased in importance in the People’s Republic of China (PRC) since the nation joined the World Trade Organization (WTO) and implemented an Open Door Policy. This study investigates and compares perceived second language anxiety and attempts to identify whether there are any significant differences in the level of anxiety of male and female ESL university students at Stamford College, Petaling Jaya, Selangor, Malaysia, from the PRC and Malaysia. It also attempts to identify the factors that could contribute to language classroom anxiety. Although the study did not control for factors that may influence language apprehension, the results suggest that nearly half of the total number of respondents are anxious about learning the English language. English Language Classroom Anxiety Scale (ELCAS) with 32 items was constructed and used for the purpose of the study which was adapted and adopted from Foreign Language Classroom Anxiety Scale (FLCAS) of Horwitz et. al. 33 items (1986). Findings show that gender is of slight significance but nationality is an important variable in identifying the anxiety level with the various factors that may contribute to English language classroom anxiety.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Zulkifli, Voviana
author_facet	Zulkifli, Voviana
author_sort	Zulkifli, Voviana
title	Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
title_short	Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
title_full	Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
title_fullStr	Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
title_full_unstemmed	Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli
title_sort	language classroom anxiety: a study of malaysian and chinese esl university learners / voviana zulkifli
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2006
url	https://ir.uitm.edu.my/id/eprint/14947/1/TM_VOVIANA%20ZULKIFLI%20ED%2006_5.PDF
_version_	1783733333938667520

Language classroom anxiety: a study of Malaysian and Chinese ESL university learners / Voviana Zulkifli

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