Communication apprehension refers to the feeling of anxiety or fear that individuals experience when they need to communicate with others. In the context of foreign language learning, communication apprehension can have significant implications on learners' abilities to learn, use, and acquire the language effectively, yet studies on it as one of the key components contributing to anxiety in language learning especially among minority learners are still scarce. This study examines communication apprehension as one of the four components recognised to spark anxiety in foreign language learning. The focus was directed at a group of Thai-speaking Malaysian secondary school students, who are always addressed as the minority ethnic groups in this country. As a minority race, it is believed that this population may have unique experiences and challenges in learning English as a foreign language, which have not been extensively studied before. The findings contribute to the existing literature by examining foreign language anxiety from the perspective of minority Thai-speaking students, identifying anxiety-inducing situations, and offering recommendations for educational interventions to address communication apprehension. It was found that these students were uncomfortable or anxious in a variety of situations when speaking in English mainly when participating in impromptu tasks. The findings contribute to the identification of specific situations that can trigger anxiety and hinder language learning progress among them. It is hoped that this knowledge can guide educators in designing appropriate instructional approaches and creating a supportive classroom environment. Therefore, educators are recommended to offer more attention to the special needs of learners who struggle with communication anxiety by developing a friendly and secure learning environment where these students can confidently practise their ways of interacting. This is important to help them build confidence and self-esteem and thus alleviate unnecessary anxieties.
This article is related to micro racial aggression (KMP) which is a type of modern racism that is subtle and usually cannot be traced to its existence. Furthermore, this KMP is less noticed by perpetrators and victims but is commonly found in everyday situations in various human groups. Therefore, this article discusses the concept of KMP that occurs among students of various races in institutes of higher learning (IPT). Qualitative study that uses documentation methods in data collection. The collected data were analyzed using N Vivo 2.0 software. This article shows that KMP is a type of modern racism that typically occurs in verbal and non -verbal interactions on a daily basis that are mostly spontaneous as well as often done unintentionally. KMP is divided into three forms namely microassaults, microinsult and microinvalidation. This study can also prove about the reality of KMP in the educational environment does occur among IPT students. There is therefore a need to raise awareness and develop effective processes to reduce or prevent such KMPs from continuing to thrive and occur in the future.
This paper reviews other forms of racial oppression among Malaysian students in the business of their school and campus life day. It begins with a brief demographic background of Malaysia as a pluralistic country together with explanation pertaining to the aspirations of its diverse society. Then, it reviews some literature and findings revealed from previous studies concerning various racial microaggression issues in Malaysia with reference to schools and higher learning institutions. The challenges reviewed in this paper may be relevant to the administrative parties concerned and educational practitioners mandated to manage and train these diverse students. Other than that, this paper also provides insights into the multiracial Malaysians, especially the majority race students concerning the sense of oppression and discontent that their other ethnic peers may feel resulting from the present distinctive practice of ethnic polarisation. This paper argues that microaggression is on the rise among Malaysian youngsters and this problem stems from the environment that shapes their learning landscape.
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