Non-english language teachers’ anxiety towards the usage of english language in the classroom

The teaching of English as a second language (ESL) today takes place in a wide variety of contexts with learners coming from different language background. Educational institutions in Malaysia have always focused on promoting the quality of English language. Instead of focusing on students’ and the...

Full description

Saved in:

Bibliographic Details
Main Author:	Kamaruddin, Nor Kumala
Format:	Thesis
Language:	English
Published:	2013
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/40606/1/NorKumalaKamaruddinMFP2013ABS.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utm-ep.40606
record_format	uketd_dc
spelling	my-utm-ep.406062017-06-22T04:14:05Z Non-english language teachers’ anxiety towards the usage of english language in the classroom 2013-08 Kamaruddin, Nor Kumala L Education (General) The teaching of English as a second language (ESL) today takes place in a wide variety of contexts with learners coming from different language background. Educational institutions in Malaysia have always focused on promoting the quality of English language. Instead of focusing on students’ and the language, this paper is set to investigate the quandary faced by the educators themselves, in this case, the non-English teachers in POLISAS and their uneasiness in using the language. An earlier study by Horwitz (1996) indicated that anxiety can slow down a teacher’s ability to effectively present the target language, interact with students and serve as positive role model to the students. Furthermore, teachers with higher levels of language anxiety may also communicate negative messages with the students. For this study, 100 non-English teachers are chosen. The distributed questionnaires which cover three anxiety levels: communication apprehension, test anxiety, and fear of negative evaluation. The data collected were then analysed and the results indicated that all afore-mentioned anxiety levels are in medium range. The findings also implied that gender plays no role in this study thus refute Spielberger’s that females are more emotionally stable. Secondly, it also shows that the higher the teaching experience one has, the less anxiety he/she will experience. It is also found out that teachers with a higher level of proficiency suffer less hassle. The paper concludes with the overall summary and implications of the study 2013-08 Thesis http://eprints.utm.my/id/eprint/40606/ http://eprints.utm.my/id/eprint/40606/1/NorKumalaKamaruddinMFP2013ABS.pdf application/pdf en public masters Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Kamaruddin, Nor Kumala Non-english language teachers’ anxiety towards the usage of english language in the classroom
description	The teaching of English as a second language (ESL) today takes place in a wide variety of contexts with learners coming from different language background. Educational institutions in Malaysia have always focused on promoting the quality of English language. Instead of focusing on students’ and the language, this paper is set to investigate the quandary faced by the educators themselves, in this case, the non-English teachers in POLISAS and their uneasiness in using the language. An earlier study by Horwitz (1996) indicated that anxiety can slow down a teacher’s ability to effectively present the target language, interact with students and serve as positive role model to the students. Furthermore, teachers with higher levels of language anxiety may also communicate negative messages with the students. For this study, 100 non-English teachers are chosen. The distributed questionnaires which cover three anxiety levels: communication apprehension, test anxiety, and fear of negative evaluation. The data collected were then analysed and the results indicated that all afore-mentioned anxiety levels are in medium range. The findings also implied that gender plays no role in this study thus refute Spielberger’s that females are more emotionally stable. Secondly, it also shows that the higher the teaching experience one has, the less anxiety he/she will experience. It is also found out that teachers with a higher level of proficiency suffer less hassle. The paper concludes with the overall summary and implications of the study
format	Thesis
qualification_level	Master's degree
author	Kamaruddin, Nor Kumala
author_facet	Kamaruddin, Nor Kumala
author_sort	Kamaruddin, Nor Kumala
title	Non-english language teachers’ anxiety towards the usage of english language in the classroom
title_short	Non-english language teachers’ anxiety towards the usage of english language in the classroom
title_full	Non-english language teachers’ anxiety towards the usage of english language in the classroom
title_fullStr	Non-english language teachers’ anxiety towards the usage of english language in the classroom
title_full_unstemmed	Non-english language teachers’ anxiety towards the usage of english language in the classroom
title_sort	non-english language teachers’ anxiety towards the usage of english language in the classroom
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2013
url	http://eprints.utm.my/id/eprint/40606/1/NorKumalaKamaruddinMFP2013ABS.pdf
_version_	1747816562804391936

Non-english language teachers’ anxiety towards the usage of english language in the classroom

Similar Items