A Correlational Study of the English Listening and Speaking Anxiety in Rural Areas

Hamid, Tuan Muhammad Hanif Tuan Ab; Idrus, Faizah

doi:10.5539/elt.v14n2p9

Cited by 9 publications

(8 citation statements)

References 14 publications

(25 reference statements)

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“…Note that a decline in anxiety for one skill, such as listening, can reduce anxiety for other related skills, such as speaking when the two anxiety skills are correlated. If there is a link, then reducing or eliminating anxiety in the listening skill may result in a reduction in anxiety in the speaking skill as a result of the input skill's anxiety reduction (Hamid & Idrus, 2021).…”

Section: Challenges Faced By Esl Learners In Malaysia To Speak English Languagementioning

confidence: 99%

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

Kashinathan¹,

Aziz²

2021

IJARPED

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Speaking is a useful language ability that allows speakers and listeners to engage in oral communication for the purpose of transferring and sharing information and developing long-term relationships. English is one of those languages that has the global demand for learners from varied L1 origins at all levels of communication. However, ESL students' developing speaking skills are always regarded as complex and challenging, requiring a great deal of effort to maintain. This article presents a comprehensive overview of published studies of the challenges of ESL learners speaking English from 2014 to 2021 in the Malaysian classroom. This systemic review addresses two questions of research, i.e., what are the challenges faced by ESL learners in Malaysia to speak English and what are the effective strategies to overcome the speaking challenges among the ESL learners? A total of fifteen studies were reviewed in depth. The findings show that ESL students experience both internal and external challenges to speaking English. The findings also reveal useful strategies for overcoming learners' difficulties in speaking the language. The limitations of previous studies were examined in greater depth, as well as future research and practice directions.The study may provide useful information for ESL teachers, English supervisors, administrators, Ministry of Education officials, and, most importantly, learners in the development of speaking abilities.

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Section: Challenges Faced By Esl Learners In Malaysia To Speak English Languagementioning

confidence: 99%

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

Kashinathan¹,

Aziz²

2021

IJARPED

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“…Since AR can provide additional digital content for any difficult-to-understand subject, a substantial amount of literature on its use in educational contexts has been published [3,4]. For example, Xue et al, [5] demonstrated that the most frequently cited positive effect of using AR in education is user satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The traditional chalk-and-talk teaching method and the use of static textbooks are failing to engage students, leading to poor learning outcomes and shorter periods of attention in a traditional class environment, and their interests can be easily distracted [24]. Hence, students become bored and easily fall asleep during class due to their inability to visualise certain concepts provided in the textbooks [4]. The introduction of technology-based approaches such as AR provides a supportive environment for all children's learning.…”

Section: Augmented Reality Application For Children In Malaysiamentioning

confidence: 99%

AR-Speaking Buddy: Designing Content and User Interface of An Augmented Reality (AR)-Based Application for Malaysian Children Speaking Practice

Marzita Mansor,

Suliana Sulaiman,

Rohaizah Abdul Wahid

et al. 2023

ARASET

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The application of augmented reality (AR) as a learning tool is crucial for incorporating virtual objects into real-world environments to support learners in their educational journey. Despite the growing interest in AR applications for learning, research in this area is still in its early stages, particularly concerning the development of AR applications tailored for children, taking into account their needs and design preferences. This study aims to gain insights into children's perspectives on interface and content design, specifically for augmented reality application development. By involving children in the design process, the study seeks to identify their interface design preferences for AR characters and explore the topics that interest them the most. To achieve these objectives, the paper outlines the development process of an AR mobile application named "AR-Speaking Buddy," which was designed by considering children's content needs and interface design preferences. The application focuses on providing English language learning support to children for practicing their English communication skills. The research involved 25 children aged between 9 to 12 years old as users, and their feedback on the AR-Speaking Buddy application is presented, highlighting content and interface design elements. The findings from the children's feedback shed light on essential aspects of AR application design, which contribute to the development of future interface and content design strategies for augmented reality applications in education. By understanding children's preferences and incorporating them into AR application development, educators can create more effective and engaging learning experiences for young learners.

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“…A total of 15 studies adopted situation-specific-based scales to measure FL listening anxiety, with 10 studies (15.2%) measuring general listening anxiety and five studies (7.6%) measuring listening test anxiety. Other studies that employed various approaches to measure FL listening anxiety were only minimally present; for example, seven studies measured FL listening anxiety under the approach of the sources of anxiety; eight studies measured FL listening under the approaches of learner characteristics and FL listening ability, Kim, 2000Kim, , 2011Kimura, 2008;Bekleyen, 2009;Wang, 2010Wang, , 2016Kiliç and Uçkun, 2012;Mohammadi Golchi, 2012;Capan and Karaca, 2013;Pae, 2013;Serraj and Noordin, 2013;Tsai, 2013;Afshar and Hamzavi, 2014;Choi and Chon, 2014;Movahed, 2014;Yamauchi, 2014b;Li, 2015;Rahimi and Soleymani, 2015;Zhai, 2015;Bang and Hiver, 2016;Berber and Gönen, 2017;Cheng, 2017;Halat and Özbay, 2018;Jee, 2018;Namaziandost et al, 2018;Babakhouya and Elkhadiri, 2019;Kutuk et al, 2019;Ranto Rozak et al, 2019;Fathi et al, 2020;Hutapea et al, 2020;Hamid and Idrus, 2021;Niimoto, 2021 Emotionality 33 50.0 Tension over English, emotionality, affective, listening anxiety Kim, 2000Kim, , 2011Kimura, 2008;Bekleyen, 2009;…”

Section: Measuring Foreign Language Listening Anxietymentioning

confidence: 99%

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

Qin

2022

Front. Psychol.

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A considerable amount of research on foreign language (FL) listening anxiety has emerged since 1986, yet a lack of sufficient attention on the conceptual definitions of FL listening anxiety and inappropriate employment of instruments to measure FL listening anxiety cause confusion in the research to a certain extent. This study presents a systematic review of 35 years of FL listening anxiety research. After initially searching 2,172 studies in 7 databases, 76 studies were identified for in-depth analysis. The results verified that the definitions of FL listening anxiety can be categorized into psychological, social, and situation-specific approaches, but the measure of FL listening anxiety was not only examined under these three approaches, but also additionally examined by sources of anxiety, learner characteristics, FL listening ability, and physiological factors. The results also showed that the definition of FL listening anxiety was not clear-cut nor that the measure was accurate, and to a great extent, the measure and the definition were inconsistent. This inconsistency can attribute to conceptual fuzziness in theoretical defining and casual utilization of scales without justification or explanation. We argue that future research needs to provide a tighter link between a more precise definition based on different situations and a valid measure of FL listening anxiety.

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A Correlational Study of the English Listening and Speaking Anxiety in Rural Areas

Cited by 9 publications

References 14 publications

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

ESL Learners’ Challenges in Speaking English in Malaysian Classroom

AR-Speaking Buddy: Designing Content and User Interface of An Augmented Reality (AR)-Based Application for Malaysian Children Speaking Practice

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

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