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Problem Statement. Does your website appear in search engine when the user searches for a specific service? This is a problem for most businesses when they start their web marketing or web presence.
By solving this problem, the company can get more attention, gain more customers, and increase sales. Research Questions or Hypothesis. How does the company website rank based on keywords in a Search Engine?
For the qualitative data, 20 university students participated in retrospective interviews. This study suggested that foreign language learners do indeed experience anxiety in response to listening comprehension.
A majority of the participants acknowledged having experienced listening anxiety in foreign language classrooms and real-life communication situations. And Lack of self-confidence in listening. Furthermore, the participants in this study experienced the highest foreign language anxiety of any observed in the various language anxiety studies.
Correlation analyses revealed that listening anxiety is significantly related to both general foreign language anxiety and listening proficiency, the latter suggesting that listening anxiety interferes with foreign language listening. In addition, listening anxiety was found to be significantly related to two background factors, university major, and study with tutors or in private language institutes.
The retrospective interview protocol and open-ended responses in the FLLAS showed that foreign language learners are sensitive to the types of listening passages or tasks. Quantitative findings obtained from 50 first year students indicated that FL reading anxiety was a phenomenon related to, but distinct from general FL anxiety. As a result of the study some suggestions for dealing with the FL reading anxiety were proposed.
Zhao explores the foreign language reading anxiety among learners of Chinese in colleges in the United States. This survey research reported that the level of foreign language reading anxiety was similar to the level of general foreign language anxiety among learners of Chinese.
There was a significant course level effect on the level of foreign language reading anxiety with intermediate students having a significantly higher level of foreign language reading anxiety than elementary students. There was a significant negative correlation between foreign language reading anxiety and foreign language reading performance.
Armendaris made a comprehensive investigation on ESL students experience in learning academic English writing, approaches to teaching academic writing facilitate and impede success and interaction with native English speakers in the improvement of academic writing. The result from interviewing 21 participants states that all participants experienced some form of anxiety in writing English.
The differences in the level of English writing anxiety between the groups of freshmen and sophomores reached the level of statistical significance. The sophomores were found to suffer significantly higher levels of English writing anxiety than the freshmen. Correlation analysis results suggested a negative relationship between measure of ESL writing anxiety and measures of writing performance course grade and timed writing grade.
An in-depth analysis of the causes of ESL writing anxiety revealed that linguistic difficulties, insufficient writing practice, fear of tests TEM , lack of topical knowledge and low self-confidence in writing performance constitute the main sources of ESL writing anxiety experienced by Chinese English majors.
These past researches have shown that language anxiety does not only exist in speaking skill, but also in listening Kim, , reading Kuru-Gonen, ; Zhao, and writing Armendaris, ; Zhang, as well. These researches are valuable to help lecturers and students to understand about other language skills anxiety as well as to suggest further on how to tackle language anxiety in these other skills.
They also reported many of the psycho-physiological symptoms commonly associated with anxiety for example tenseness, trembling, perspiring, palpitations, and sleep disturbances. The FLCAS consists of 33 statements with significant part-whole correlations with the total scale, aiming to assess communication apprehension, test anxiety and fear of negative evaluation associated with language anxiety. Total scores of the scale range from 33 to with lower scores indicate higher levels of anxiety.
Twenty-four of the items are positively worded, and nine of the items are negatively worded Tran, The three factor model has three domains which are communication apprehension, test anxiety, fear of negative evaluation. The four factor model has four domains which are communication apprehension, test anxiety, fear of negative evaluation, and fear of English classes. These three domains are empirically derived through factor analysis and further confirmed having the best fit for the observations.
The HFLCAS was administered to English major and 66 non-English major students, whose responses were factor-analysed to test construct validity of the scale. Next, reliability was assessed using the internal consistency method. The results of factor analysis support Horwitz et al. On the one hand, FLCAS had been designed on the basis of previous in-depth qualitative research, which solidified it as one of the most comprehensive and valid instruments that were available for measuring the situational anxiety directly associated to the specific context of the foreign language classroom.
On the other hand, the scale had demonstrated satisfactory reliability coefficients with the first samples of population to which it had been administered. Their pilot study which aimed to confirm the reliability of the FLCAS as an instrument to measure potential sources of anxiety in language classrooms in Malaysian learning context.
The four factor model is appropriate to measure the language learning of Japanese foreign language among Malaysian learner as the four factor model was proposed by Aida, whom is a Japanese.
Hence based on these studies, the researcher for this study has strongly decided and been positively confirmed to adopt FLCAS in her own study. Compared to the four factor model, the three factor model is chosen as fear of English class was not brought up as an important issue in this study. Language Anxiety Coping Strategies Marwan has conducted a research on the types of anxiety experienced by Indonesian FL learners and the strategies they use to cope with their anxiety.
The findings revealed that the majority of students, despite their gender and level differences, experienced some kinds of FL anxiety and many of them also applied particular strategies to overcome their FL anxiety.
Variables related to foreign language learning anxiety can be divided into two main categories which are situational variables and learner variables. Findings indicated that anxiety was most often associated with the output and processing stages, specifically in the sense of mental planning of the learning process and that students attributed the cause of anxiety to the teacher or other people.
Other findings were that the effect of and response to anxiety were associated with gender and perceived ability level. Sixty 60 students from International Islamic University Chittagong IIUC in Bangladesh contributed a result that their moderate level of anxiety that hinders their learning. Interventions suggested from the article to reduce foreign language speaking anxiety are project work, establishing a learning community and a supportive classroom atmosphere, teacher-students relations, providing indirect, rather than direct correction, accepting the need for self-worth protection, teacher immediacy and provision of praise.
Tanveer has attempted to investigate the factors that language anxiety can possibly stem from, both within the classroom environment and out of classroom in the wider social context, and has recommended a variety of strategies to cope with it. This study used a qualitative semi- structured interview format and focus-group discussion technique to investigate the issue.
Summary There has been abundant of language researches in the past which focused on the issue of foreign language anxiety. This chapter reviewed the concept of language anxiety and the researches made by local researchers on this matter. According to this chapter, language anxiety is categorized into specific anxiety reactions and useful to be related with its three performance anxieties which are communication apprehension, test anxiety and fear of negative evaluation.
Furthermore, language researches have dwelled on the three selected potential learner variable namely gender, language achievement and speaking skill with language anxiety, are reviewed in this chapter.
The correlation of language anxiety and those three potential predictors of learner variable are discussed in this chapter. Moreover, the discussion on the instruments used for studying second language anxiety are included. In addition, this chapter also reviewed on some researches that provide suggestions for coping second language anxiety. Finally, ample language researches on the interrelationships of gender, language achievement and speaking skill with language anxiety are reviewed in this chapter.
Introduction This study was designed primarily to investigate the associations of learner variables with second language anxiety, and to examine the level of second language anxiety among students. The target population of this study was diploma students enrolled in various courses in MARA University of Technology, Kota Samarahan 2 campus as well as the English lecturers at the same campus.
Convenience sampling was adopted to recruit participants. This chapter explains the research procedures of this study, including research design, participants, instruments, data collection procedures, and data analysis. Research Approach The design of this study was primarily quantitative in nature. According to Fraenkel, Wallen and Hyun , quantitative researchers usually base their work on the belief that facts and feelings can be separated, that the world is a single reality made up of facts that can be discovered.
When it comes to the purpose of research, quantitative researches seek to establish relationships between variables and look for and sometimes explain the causes of such relationships. Quantitative research has established widely agreed on general formulations of steps that guide researchers in their work.
Quantitative research designs tend to be pre-established. The ideal researcher role in quantitative research is that of a detached observer. The ideal study in the quantitative tradition is the experiment. Lastly, most quantitative researchers want to establish generalizations that surpass the immediate situation or particular setting.
This type of research can help to make more intelligent predictions. Correlational research seeks to investigate the extent to which one or more relationships of some type exist. The approach requires no manipulation or intervention on the part of the researcher other than administering the instrument s necessary to collect the data sought after. Generally, the researcher of this study embark on this type of research to look for and describe relationship that may exist among naturally occurring phenomena, without trying in any way to modify these phenomena.
This study utilizes a correlational research design as it seeks to investigate the degree of relationship between learner variables such as gender, language achievement and speaking skill; and language anxiety, and uses the results of the observed relationships to make predictions about the nature of the relationship between the two.
Data Collection 3. Sampling Many times it is extremely difficult or sometimes even impossible to select either a random or a systematic non-random sample. Hence, in this type of situation, the researcher is using convenience sampling for this study. This number of participants is chosen in order to get the similar accuracy with the past research on foreign language anxiety done by Horwitz, Horwitz and Cope , whereby they use students. The students were not restricted into which semester they studied because it will be interesting to investigate the level of anxiety according to different semesters.
Their English language proficiency level assumed to range from intermediate to upper intermediate. In order to give a comprehensive suggestions on the strategies that can help students to cope with language anxiety, the questionnaire of 6 open- ended questions will be distributed among 10 English lecturers from the same institution. Instruments 3. The Foreign Language Classroom Anxiety Scale has been widely used across time on various groups of respondents. However, the response in communication apprehension subscale is given highlight by means of it represents one of the learner variables as the predictors of second language anxiety.
Gender The background information questionnaire will give a brief introduction to the study and provide instructions for the students to complete the survey. The background information questionnaire indicated that all responses of the student participants will be completely anonymous. It was designed to obtain demographic information about their backgrounds and English language learning experiences. The demographic information included gender, age, native language, language proficiency, English educational background, their opinion of the influence of language anxiety on language learning as well as the strategies they use to cope with language anxiety Tanveer, ; Wong, Language Achievement Measurement The background information questionnaire will also be asking for the results of two other English language examinations that have been taken by the students to get other measures of their language achievement.
To prevent the students from misunderstanding about the items in the questionnaire, they will be reminded to consult with the researcher who will be available at a fixed location during the distribution of the questionnaire as they responded to the questionnaire. However, to predict whether students are affected by language anxiety in terms of their speaking skill, the questionnaire will be divided into three subscales which is communication apprehension, test anxiety and fear of negative evaluation.
The items in the subscale of communication apprehension are grouped together after two past researches Huang ; as cited in Cao, and Oda was juxtaposed to see their similarity in grouping the items from FLCAS to be included under the subscale of communication apprehension.
Thus, from the comparison made between those two categorization, the researcher concluded to group item 1, 4, 9, 14, 18, 24, 27 and 29 as items in communication apprehension subscale for this study. Language Anxiety Coping Strategies There are two ways on how the strategies in coping with language anxiety is obtained.
Firstly, the eleven coping strategies of language anxiety listed by Hauck and Hurd ; as cited in Tanveer, was included in the background information questionnaire as item number 7. Students can tick any strategies listed that they felt they have used before but in order to choose the most important strategy, students will have to circle the number of the statement that they felt the strategy has effectively or brilliantly help them in alleviating language anxiety.
The results gathered from this instrument is very treasured and unaffected response from English lecturers themselves. Instead of using interview method like other past researches would employ, the lecturers will not be stressed to spare their time from their busy daily routine to have a typical 30 to 40 minutes interview when they could answer the questionnaire in less time than that.
Therefore, interview is replaced by the questionnaire of open-ended questions in this study. Data collection techniques In order to conduct this correlational study, the researcher will be giving a one-page letter to the English lecturers and will be explaining the purpose of the study.
The letter also will be inquiring about only the English lecturers who taught English and they are not in class session at the time of questionnaire distribution, will be selected to participate. In addition, the students will be informed by the researcher that their responses in this study will be completely voluntary, and all of their identities will be kept anonymous.
Moreover, there will be no correct answers in the survey questionnaires. At the beginning, the students will be instructed to fill in the forms about their demographic information and general English learning experiences. Seven items see Appendix A were included in this portion of the survey. These items included information of the student participants' age, gender, native language, English examinations results, language proficiency, opinion on the influence of language anxiety on language learning and the strategies they use to cope with language anxiety.
In the second part of the survey questionnaire, the researcher will be giving the student oral and written instructions and will be asking them to simply rate Foreign Language Classroom Anxiety Scale on each item of the 33 statements see Appendix B on a five-point Likert scale ranging from 1 for "strongly disagree" to 5 for "strongly agree" indicating their perception of their level of language anxiety.
The student participants chose the statement that identifies them the best based on the scale of strongly disagree to strongly agree with a single answer.
The lecturers will also be asked to suggest some strategies for the students to cope with their language anxiety. At the end of the survey questionnaires, the student will be thanked for their participation. The English lecturers also will be thanked during their free time that they are willing to spent by giving cooperation that is very much needed by the researcher to conduct the survey questionnaires. The collected data from the language anxiety questionnaire will be analysed using the Statistics Package for Social Science SPSS software in order to obtain statistics.
The survey subsection under the name communication apprehension will be treated separately in the data analysis. The analysis of the data with the aid of the SPSS software will be used to determine whether there was a statistically significant difference in anxiety scores of MARA University of Technology diploma students among the learner variables, which are gender, language achievement and speaking skill.
The high scores indicated the high level of language anxiety the student participants had. To investigate how the selected learner variables gender, achievement, speaking skill are related to second language anxiety, and what contribution they make to its prediction, two procedures will be used. Multiple regression analysis will be used to assess the effect of the three learner variables simultaneously and determine their relative contribution to the prediction of second language anxiety.
Standard Multiple Regression will be run first, with all three predictor variables entered into the regression model. Total variance explained R2 will be used as a measure of the predictive power of the six independent variables, while squared partial correlation coefficients as an estimate of their unique contribution as a proportion of R2. Finally, a backward selection method will be adopted to identify the best predictors of second language anxiety.
Before the actual data collection period, a pilot study was conducted to test reliability of the questionnaire as well as to get feedbacks and suggestions from the respondents. There are three purposes of the pilot study.
Firstly, pilot test will ensure the comprehensibility of the questionnaires to be used in the formal study. Secondly, pilot test will examine the validity and the reliability of the questionnaires and lastly, to check the procedures for administrating the questionnaires and the time required to complete them, hence pilot test is conducted Chiang, As for the concern of validity, the instruments that will be used in this study was consulted with an expert in this area from the renowned local public university who has vast knowledge and experience upon conducting research.
Potential Limitations There are several potential limitations in this research study. According to Chang , the results from the questionnaire of the students' level of language anxiety might be different if the students were taught by different language lecturers. However, the results cannot be generalized to all college or university students in Malaysia or elsewhere. Abdul Aziz, N. Doctorate Dissertation, Universiti Putra Malaysia. Abdullah, K. A study on second language speaking anxiety among UTM students.
Theses and Dissertations, Universiti Teknologi Malaysia. Aida, Y. Modern Language Journal, 78 2 , Armendaris, F. Retrieved 9 November from ProQuest database.
Arnaiz, P. Retrieved 28 November from www. Awan, R. The Journal of International Social Research, 3 11 , Azarfam, A. Bailey, K. Teaching Speaking Skills, Bekleyen, N. Sosyal Bilimler Dergisi, 8, Cao, Y.
Philippine ESL Journal, 7, Time Taylor International. Chang, H. Doctorate Dissertation, Alliant International University. Retrieved 15 November from ProQuest database. Charle Poza, M. Doctorate Dissertation, West Virginia University. Cheng, C. Language Anxiety and English Speaking Proficiency. Cheng, Y. The effects of attitudinal, motivational, and anxiety factors on the English language proficiency of Taiwanese senior high school students.
Doctoral dissertation, University of Georgia, Athens. Chiang, M. Chiang, Y. Doctorate Dissertation, University of Texas at Austin. Cortes, C.
Doctorate Dissertation, Andrews University. Retrieved 10 November from ProQuest database. Darmi, R. Exploring Language Anxiety of Malaysian Learners. Anxiety, learning and memory: A reconceptualization. Journal of Research in Personality, 13, — Feigenbaum, E. The role of language anxiety in teacher-fronted and small-group interaction in Spanish as a foreign language: How is pronunciation accuracy affected?
Retrieved 8 October from ProQuest database. Ferdous, F. Journal of Education and Practice, 3 9. Gardner, R. On the measurement of affective variables in second language learning. Language Learning, 43 2 , Gibbons, F. Self-evaluation and self-perception: The role of attention in the experience of anxiety. Wicklund Eds. London: Harwood Academic Publishers. Gill, S.
English in Asian and European Higher Education. In Chappelle, C. Blackwell Publishing Ltd. Serdang: Universiti Putra Malaysia Press. Journal of the School of Marine Science and Technology, 3 2 , Hass, R. The effects of self-focused attention on perspective-taking and anxiety. Horwitz, E. Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Language Anxiety and Achievement.
Annual Review of Applied Linguistics, 21, Although the initial response to the implementation of these system look like negative, but researchers believe the results of the survey will provide a more positive impact. Based on some previous studies related to the implementation of e-learning, it shows that it actually helps learning. Idris on respondents found that there was a positive correlation between awareness of the benefits e-learning with the implementation of the system on an individual.
Increase in Internet and computer technology today has enabled a learning process implemented in a more cost-effective. A case study carried out by Rentroia-Bonito, M.
The study found that there is a consistent and efficient communication among students. Seven out of ten students successfully completed the assignment on time. The study was conducted by Jennifer, I. Results of their study, they found that, there are few of additional features to improve quality at the university level where academic staffs play a key role. Johnson, R. It also directly affects user satisfaction. E-Leaning offer distance learning via the Internet, providing opportunities to students through interactive learning experiences and effective.
Through e-learning, distance learning partners will be able to learn much knowledge, share information and get as many details about the courses more quickly Guha, A. In line with the implementation of i-Learn and Blended Learning in UiTM, researchers hope this study will provide benefits and ideas to the decision makers and the national education body. A study done by Arani mentioned that computers have made a dramatic impact to our society, particularly in the field of education.
According to Ertmer et al. So, that, computer knowledge and attitudes also play an important role in making educations system more effectively. Attitudes towards computer technologies are associated with a concept known as computer self-efficacy Delcourt and Kenzie, In furthermore, the concept of self-efficacy was introduced by Bandura at the first time. However, a study done by Wallace found that four factors that influenced the development of computer self-efficacy.
These factors were computer anxiety, computer confidence, computer liking and computer knowledge. He reported that computing students expressed low levels of computer anxiety, and higher levels of computer knowledge, computer liking and computer confidence in comparison with education students.
Accessibility 2. Self-efficacy 2. Motivation Figure 2. In the left side, its shows the independent variables which is factor affecting the usage of i-Learn.
There are two categories falled into this variables which is technology characteristics accessibility and reliability and second category is student characteristic self- efficacy and motivation.
Their performance will be measured by the quiz conducted via i-Learn system. This study implemented exploratory research whereby it is conducted to clarify ambiguous problems. Exploratory studies provide information to use in analyzing a situation.
Based on our research, the population is referring to the all students in UiTM Johor because, basically, all students should have their access to i-Learn system.
However, as a sample, the researcher took only Diploma Part 1 students. The survey questionnaires divided into 3 parts namely Part A for demographic factors of the student.
Part B for technology which focusing on accessibility and reliability. Part C for student characteristics which focusing on self-awareness and motivation. In this study, we have try to synthesized data from surveys carried out in UiTM Johor. Respondents that involved in this study come from Part 1 Diploma Students.
For the first session, the quiz was conducted manually which is lecturer prepared the quiz and give it during lecture session. For the second session, the lecturer prepared the quiz via i-Learn and asked the students to answer all the questions within 5 days. Therefore, their performance will be referred to the marks obtained by them after taking quizzes. Data taken in two ways, namely primary questionnaire and secondary data journals and articles.
Basically, the data obtained through questionnaires and interviews. Feedback from respondents on the items in the two instruments are measured using the Likert scale. Likert scale used where the subject or respondent is required to mark their answers on the statement based on a scale from one extreme to another extreme.
This option is a measurement to indicate the degree of agreement and opinion on the strength of the respondents. This scale helps to make the interpretation of the question presented in order of increasing or decreasing. Mean and percentages used to identify factors affecting the usage of i-Learn in UiTM towards students' performance.
Pearson correlation method used to determine the degree of correlation between the dependent variable that represents technology characteristics and students characteristics. Besides that, the Regression will used to determine the most dominant factor of this study. Its shows that, female respondents are higher than male respondents are and it is tell us male respondents are minimum uses in term of the i-Learn system. Yet, the researchers want to determine the problems that faced by male students.
Table Comparison of Mark Obtained By Students As mentioned earlier, the respondents seated two types of quiz that are manual and using i-Learn system. The comparison of the result shown at Table above.
Thus, there are few of them failed in both methods. Based on the Table , it is shows that respondents Its followed by 35 respondents So, we can say that most of the students do not have any difficulties in accessing the system.
According to Table above, its shows that respondents
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