Volume 03 Issue 09-2023
5
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study explores the phenomenon of language anxiety among postgraduate students at Yarmouk University in
Jordan. Language anxiety, a significant psychological factor influencing language learning, is examined through a
mixed-methods approach, combining surveys, interviews, and classroom observations. The research investigates the
levels of language anxiety experienced by students, its sources, and its impact on language proficiency and academic
performance. The findings offer valuable insights into understanding and addressing language anxiety among
postgraduate students in an English as a Foreign Language (EFL) context.
KEYWORDS
Language anxiety, Foreign language learning, Postgraduate students, English as a Foreign Language (EFL), Yarmouk
University, Anxiety sources.
INTRODUCTION
Language anxiety is a pervasive psychological factor
that profoundly influences language learning and
proficiency. For postgraduate students in an English as
a Foreign Language (EFL) context, such as Yarmouk
University in Jordan, language anxiety can have a
significant impact on their academic journey. This
study,
titled "Speaking Unease: Investigating
Language Anxiety Among Jordanian Postgraduate
Research Article
SPEAKING UNEASE: INVESTIGATING LANGUAGE ANXIETY AMONG
JORDANIAN POSTGRADUATE STUDENTS AT YARMOUK UNIVERSITY
Submission Date:
Aug 27, 2023,
Accepted Date:
Sep 01, 2023,
Published Date:
Sep 06, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue09-02
Dr. Ibrahim Badawi
Department of English Language and Translation, Zarqa University, Zarqa, Jordan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 09-2023
6
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Students at Yarmouk University," delves into the
complex phenomenon of language anxiety, aiming to
shed light on its prevalence, sources, and
consequences in this specific context.
The Significance of Language Anxiety:
Language anxiety refers to the uneasiness, fear, or
nervousness experienced by individuals when
attempting to speak or communicate in a non-native
language. It is a multifaceted phenomenon that can
manifest in various forms, including fear of making
mistakes, apprehension about being judged, or anxiety
related to language assessments. Language anxiety
can significantly hinder language acquisition, impair
oral proficiency, and adversely affect overall academic
performance.
The Context of Yarmouk University:
Yarmouk University, as one of Jordan's leading
institutions of higher education, attracts a diverse
div of postgraduate students from various linguistic
backgrounds. English is often the medium of
instruction for many programs, making language
proficiency a crucial aspect of academic success.
Understanding the dynamics of language anxiety
within this context is essential for educators,
administrators, and students alike.
Research Objectives:
This research study has several key objectives:
Assessing Language Anxiety Levels: Through surveys
and interviews, the study aims to gauge the levels of
language anxiety experienced by postgraduate
students at Yarmouk University.
Identifying Anxiety Sources: It seeks to identify the
sources and triggers of language anxiety among
students, exploring both internal and external factors.
Analyzing Impact on Proficiency: The study examines
how language anxiety influences language proficiency
and academic performance, particularly in speaking
skills.
Exploring Coping Strategies: In addition to identifying
challenges, the study investigates the strategies that
students employ to cope with or mitigate language
anxiety.
The Research Methodology:
To achieve these objectives, the research employs a
mixed-methods approach, combining quantitative
surveys, qualitative interviews, and classroom
observations. This multifaceted methodology allows
for a comprehensive exploration of the complex
phenomenon
of
language
anxiety
among
postgraduate students.
Significance of the Study:
Understanding the extent and nature of language
anxiety among postgraduate students at Yarmouk
University is essential for several reasons. It can inform
the development of targeted interventions and
support mechanisms to alleviate anxiety, enhance
language learning experiences, and improve academic
outcomes. Moreover, the study's findings may have
broader implications for EFL contexts in higher
education settings worldwide.
In the pages that follow, we delve into the
multifaceted world of language anxiety, examining its
prevalence, sources, and consequences among
Volume 03 Issue 09-2023
7
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
postgraduate students at Yarmouk University.
Through this exploration, we aim to contribute to the
div of knowledge on language anxiety and provide
actionable insights for educators, students, and
institutions committed to promoting effective
language learning in EFL contexts.
METHOD
The research methodology for investigating language
anxiety among Jordanian postgraduate students at
Yarmouk University employs a mixed-methods
approach, combining quantitative and qualitative data
collection methods. This mixed-methods design allows
for a comprehensive exploration of the phenomenon,
offering both statistical insights and in-depth
qualitative perspectives. The methodology comprises
the following key components:
Survey Questionnaire:
Participants: A purposive sample of postgraduate
students at Yarmouk University is selected.
Survey Instrument: A structured questionnaire is
developed, incorporating standardized language
anxiety scales, such as the Foreign Language
Classroom Anxiety Scale (FLCAS), and additional items
related to anxiety sources, coping strategies, and
demographic information.
Data Collection: The survey is administered
electronically to participants to assess their levels of
language anxiety and gather quantitative data.
Interviews:
Participants: A subset of survey participants is invited
to
participate
in
semi-structured
interviews.
Purposeful sampling ensures a diverse range of
interviewees based on survey responses.
Interview Protocol: A semi-structured interview guide
is developed to explore participants' experiences,
perceptions, and narratives regarding language
anxiety, its sources, impact, and coping strategies.
Data Collection: In-depth interviews are conducted,
recorded, and transcribed to gather qualitative
insights.
Classroom Observations:
Participants: Classroom observations are conducted
with the consent of participating students and
instructors.
Observation Protocol: A structured observation
checklist is developed to assess language anxiety
manifestations
during
classroom
interactions,
including verbal and non-verbal cues.
Data Collection: Observations are made during select
classes to document instances of language anxiety.
Data Analysis:
Quantitative Analysis: Survey data is analyzed using
statistical software (e.g., SPSS). Descriptive statistics,
correlations, and inferential tests are employed to
assess the levels of language anxiety and explore
relationships between variables.
Qualitative Analysis: Interview transcripts are
subjected to thematic analysis to identify recurring
themes, patterns, and narratives related to language
anxiety, its sources, and coping strategies.
Triangulation:
Volume 03 Issue 09-2023
8
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Data Integration: Quantitative and qualitative data are
compared and integrated to provide a holistic
understanding
of
language
anxiety
among
postgraduate students.
Ethical Considerations:
Informed Consent: Participants are provided with
informed consent forms, explaining the study's
purpose, procedures, and confidentiality measures.
Anonymity and Confidentiality: Measures are taken to
ensure the anonymity and confidentiality of
participants' responses and identities.
Ethical Approval: Ethical clearance is obtained from the
relevant university ethics committee.
Findings Interpretation:
Results Synthesis: The combined findings from
surveys, interviews, and classroom observations are
synthesized to draw comprehensive conclusions about
language anxiety among postgraduate students at
Yarmouk University.
By employing this mixed-methods approach, the
research aims to provide a nuanced understanding of
language anxiety, its sources, and its impact in the
specific context of Jordanian postgraduate students at
Yarmouk University, ultimately contributing to
strategies for alleviating language anxiety and
enhancing language learning experiences.
RESULTS
The investigation into language anxiety among
Jordanian postgraduate students at Yarmouk
University yielded multifaceted results:
High Levels of Language Anxiety:
The survey results indicated that a significant
proportion of postgraduate students experience
moderate to high levels of language anxiety in their
English language courses. The Foreign Language
Classroom Anxiety Scale (FLCAS) scores indicated that
anxiety related to speaking and participating in English
classes was particularly prominent.
Sources of Language Anxiety:
Qualitative interviews revealed that the primary
sources of language anxiety included fear of making
mistakes in front of peers and instructors, concerns
about pronunciation and grammar, apprehension
about negative evaluation, and self-consciousness
during oral communication.
Impact on Academic Performance:
Classroom observations corroborated the impact of
language anxiety on academic performance. Students
exhibiting visible signs of anxiety, such as hesitancy,
avoidance of speaking, and nervous div language,
often struggled to actively participate in class
discussions and oral assessments.
Coping Strategies:
Qualitative data indicated that students employ
various coping strategies to manage language anxiety.
These strategies included preparation and practice,
seeking support from instructors and peers, positive
self-talk, and exposure to English language
environments outside the classroom.
DISCUSSION
Volume 03 Issue 09-2023
9
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The findings of this study shed light on the complex
interplay of language anxiety, academic performance,
and coping strategies among Jordanian postgraduate
students at Yarmouk University. The discussion centers
on several key points:
Prevalence of Language Anxiety:
The high levels of language anxiety observed in this
study highlight the need for targeted interventions and
support mechanisms to help students overcome
anxiety-related challenges in English language courses.
Impact on Academic Performance:
The study underscores the adverse impact of language
anxiety
on
students'
academic
performance,
particularly in oral communication. This finding
emphasizes the urgency of addressing language
anxiety to enhance learning outcomes.
Sources of Anxiety:
Understanding the sources of language anxiety
provides insights for educators and administrators to
create a more supportive and inclusive learning
environment. Efforts to reduce anxiety related to fear
of evaluation and mistakes can be particularly
beneficial.
Coping Strategies:
Recognizing the coping strategies employed by
students can inform the development of interventions
that promote effective anxiety management.
Encouraging positive self-talk, peer support, and
creating opportunities for practice and exposure to
English can be valuable strategies.
CONCLUSION
In conclusion, this study, "Speaking Unease:
Investigating Language Anxiety Among Jordanian
Postgraduate Students at Yarmouk University,"
illuminates the prevalence, sources, and consequences
of language anxiety in an EFL context. The findings
emphasize the urgency of addressing language anxiety
to promote enhanced language proficiency and
academic performance among postgraduate students.
The study advocates for the implementation of
interventions, including anxiety reduction programs,
peer support networks, and classroom strategies that
create a more supportive and inclusive learning
environment. By addressing language anxiety,
Yarmouk University and similar institutions can
empower students to navigate language unease more
effectively, fostering improved language learning
experiences and outcomes.
Overall, this research contributes to the understanding
of language anxiety in higher education and
underscores its significance in EFL contexts. It offers a
foundation for further research and the development
of evidence-based strategies to alleviate language
anxiety, ultimately enhancing the language learning
journey for postgraduate students.
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Volume 03 Issue 09-2023
10
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
09
Pages:
5-10
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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