Measuring English language anxiety and learning strategies among Malaysian L2 undergraduates

• Main Authors: Hasenan, Nurun Najmee, Abdul Ghani, Ahmad Mahreez
• Format: Conference or Workshop Item
• Language: English
• Published: 2017
• Subjects: LB2300 Higher Education
• Online Access: http://repo.uum.edu.my/23076/1/ICSSR%202017%2050%2063.pdf; http://repo.uum.edu.my/23076/

The present study was an attempt to determine the levels of English language anxiety (ELA) and the types of language learning strategies (LLS) used among L2 learners studying at Universiti Sains Malaysia (USM) Health Campus, Kelantan. It also attempts to examine the relationship between the students’ ELA and their frequency of usage of LLS.To achieve this, Horwitz, Horwitz and Cope’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Oxford’s (1990) Strategy Inventory for Language Learning (SILL) were adapted and administered to 108 USM students selected based on cluster sampling method.Descriptive statistics showed that in terms of ELA, the majority of students (n=107) had average levels of anxiety and students from School of Health Sciences (PPSK) were found to be a little more anxious than students from School of Dental Sciences (PPSG) and School of Medical Sciences (PPSP).The results also showed that students reportedly used all language learning strategy categories, and in terms of frequency, they ranged from high to medium, with metacognitive strategies used most frequently (M=3.67).The results of Pearson product-moment correlation coefficient indicated that for the whole sample, there was no statistically significant relationship between ELA and LLS, although the correlation was negative (r=.092).