Abstract: The influence of affective variables on language learning production is acknowledged by researchers and language scholars. They filter the amount of input into the language acquisition device. As one of the most important affective variables, anxiety is a significant predictor in EFL learning attainment. This paper investigates the factors that contribute the most in provoking general FL classroom anxiety from the perspective of Arab postgraduate students in UKM. The sample study consisted of thirty four postgraduate Arab students majoring in English. The FLCAS (Foreign Language Classroom Anxiety Scale) as well as focus group interviews were employed to collect the required data. The statistical package of SPSS version 16 was used to analyse data. Results of the study suggested that test anxiety, fear of failing the course, instructor-learner interaction, vocabulary, negative evaluation, and high expectations were factors that provoked the general FL classroom anxiety the most. Investigating the factors of classroom anxiety could help the teachers and lecturers substantially in generating a worry-free educational environment, and consequently lead to fruitful learning outcomes.
Keywords: Classroom Anxiety; Arab Learners; Test Anxiety; EFL Postgraduate Student; Language Anxiety Factors
Title: Exploring the Factors of Classroom Anxiety in the Context of EFL Arab Students
Author: Jafar Batiha, Noorizah Mohd Noor, Rosniah Mustaffa
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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