An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan

The present study was conducted in order to investigate English as a foreign language (EFL) learners’ foreign language anxiety (FLA) in classroom activities in Afghanistan. Previous studies conducted on FLA have found that FLA affects learners’ language learning and achievements. This study aims to...

Full description

Saved in:

Bibliographic Details
Main Author:	Ziaurahman, Zia
Format:	Thesis
Language:	English
Published:	2016
Subjects:	L Education (General) PE English
Online Access:	http://umpir.ump.edu.my/id/eprint/16368/19/An%20investigation%20of%20EFL%20learners%E2%80%99%20foreign%20language%20anxiety%20in%20English%20language%20classroom%20in%20Afghanistan.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-ump-ir.16368
record_format	uketd_dc
spelling	my-ump-ir.163682021-12-01T04:57:27Z An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan 2016-07 Ziaurahman, Zia L Education (General) PE English The present study was conducted in order to investigate English as a foreign language (EFL) learners’ foreign language anxiety (FLA) in classroom activities in Afghanistan. Previous studies conducted on FLA have found that FLA affects learners’ language learning and achievements. This study aims to investigate the learners’ FLA which they experience during classroom activities and to determine if there are any differences in terms of these learners’ levels of FLA based on their gender. It also determines the reasons causing this anxiety among learners and suggests some coping strategies to help language teachers and learners minimize learners’ FLA. The participants of the study were composed of 115 first year English major undergraduates from English Language Department of Nangarhar University. The data was collected via questionnaire, Foreign Language Classroom Anxiety Scale (FLCAS), and semi-structured interviews. The study found that most of the Afghan EFL learners experienced high level of FLA and they mostly suffered from fear of negative evaluation (FNE) in their English language classroom. It was also found that female learners experienced more FLA compared to their male counterparts. Situations such as presentation, speaking in front of the English teacher or speaking in front of the class, and answering teacher questions, were found to be the most anxiety-provoking activities for these learners. Similarly, the respondents pointed out 11 reactions of FLA they exhibited in the language classroom activities which may greatly help language teachers identify anxious learners in the language classroom and help them in effective reduction of their FLA. The findings of this study are expected to be vital for classroom implications at tertiary level education in Afghanistan and for other similar educational and cultural contexts. 2016-07 Thesis http://umpir.ump.edu.my/id/eprint/16368/ http://umpir.ump.edu.my/id/eprint/16368/19/An%20investigation%20of%20EFL%20learners%E2%80%99%20foreign%20language%20anxiety%20in%20English%20language%20classroom%20in%20Afghanistan.pdf pdf en public masters Universiti Malaysia Pahang Centre for Modern Languages and Human Sciences
institution	Universiti Malaysia Pahang Al-Sultan Abdullah
collection	UMPSA Institutional Repository
language	English
topic	L Education (General) PE English
spellingShingle	L Education (General) PE English Ziaurahman, Zia An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
description	The present study was conducted in order to investigate English as a foreign language (EFL) learners’ foreign language anxiety (FLA) in classroom activities in Afghanistan. Previous studies conducted on FLA have found that FLA affects learners’ language learning and achievements. This study aims to investigate the learners’ FLA which they experience during classroom activities and to determine if there are any differences in terms of these learners’ levels of FLA based on their gender. It also determines the reasons causing this anxiety among learners and suggests some coping strategies to help language teachers and learners minimize learners’ FLA. The participants of the study were composed of 115 first year English major undergraduates from English Language Department of Nangarhar University. The data was collected via questionnaire, Foreign Language Classroom Anxiety Scale (FLCAS), and semi-structured interviews. The study found that most of the Afghan EFL learners experienced high level of FLA and they mostly suffered from fear of negative evaluation (FNE) in their English language classroom. It was also found that female learners experienced more FLA compared to their male counterparts. Situations such as presentation, speaking in front of the English teacher or speaking in front of the class, and answering teacher questions, were found to be the most anxiety-provoking activities for these learners. Similarly, the respondents pointed out 11 reactions of FLA they exhibited in the language classroom activities which may greatly help language teachers identify anxious learners in the language classroom and help them in effective reduction of their FLA. The findings of this study are expected to be vital for classroom implications at tertiary level education in Afghanistan and for other similar educational and cultural contexts.
format	Thesis
qualification_level	Master's degree
author	Ziaurahman, Zia
author_facet	Ziaurahman, Zia
author_sort	Ziaurahman, Zia
title	An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
title_short	An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
title_full	An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
title_fullStr	An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
title_full_unstemmed	An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan
title_sort	investigation of efl learners’ foreign language anxiety in english language classroom in afghanistan
granting_institution	Universiti Malaysia Pahang
granting_department	Centre for Modern Languages and Human Sciences
publishDate	2016
url	http://umpir.ump.edu.my/id/eprint/16368/19/An%20investigation%20of%20EFL%20learners%E2%80%99%20foreign%20language%20anxiety%20in%20English%20language%20classroom%20in%20Afghanistan.pdf
_version_	1783732009415213056

An investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan

Similar Items