Language anxiety and coping strategies :students of English generic courses in UNIMAS
This study investigated the language anxiety level and coping strategies among the UNIMAS students of English generic courses. This study aimed to identify the most experienced anxiety type, the anxiety levels, and the most frequently used coping strategy. This...
| Main Author: | |
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| Format: | Final Year Project Report / IMRAD |
| Language: | English |
| Published: |
Universiti Malaysia Sarawak, UNIMAS
2008
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/6756/ http://ir.unimas.my/id/eprint/6756/3/tang%20siew%20kit.pdf |
| Summary: | This study investigated the language anxiety level and coping strategies among
the UNIMAS students of English
generic courses. This study aimed
to identify
the most experienced anxiety type, the anxiety levels, and the most frequently
used coping strategy. This study
set out to find whether
gender influenced
the
anxiety levels, and also whether
the anxiety levels influence
d
the choices of the
cop
ing strategies. A self
-
rating questionnaire was used to probe levels of
agreement pertaining language anxiety and coping strategies of 338 respondents
,
who were students from two classes for each of the seven English generic
courses.
The result showed that
Communication Apprehension was the most
experienced anxiety type whereas Preparation was the most frequently used
coping strategy. 53.3% of the sample population came under low anxiety group.
The result revealed that variable gender did not influence the
anxiety levels of
114 males and 224 females. Both genders had the highest number in the low
anxiety level, and the least number in the high anxiety level. However, the
different generic courses influenced the anxiety levels of the students. There was
no si
gnificant difference between the choices of coping strategies among the
students with different anxiety level. Active coping strategies were preferred
than emotion
-
related coping strategies by the respondents. The current study is
unable to provide specifi
c information about what language tasks had triggered
the anxiety feeling.
Therefore, f
uture undertakings
are suggested to
focus on
identifying language tasks that make students anxious to a degree that prohibits
them from learning effectively. |
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