The Significant Relationship Between English Language Anxiety And Willingness To Communicate Among The Students At Politeknik Hulu Terengganu

Abstract

The ultimate objective of learning a language is considered to be the ability to communicate with others in English. However, many students find it challenging because of different psychological factors like anxiety and reluctance to communicate in the language. Although these two factors individually contribute to the success or failure of learning the language, it is unclear whether the interplay between anxiety and willingness to communicate is present. Concerning this, the current study aims to identify the levels of foreign language anxiety (FLA), to find out levels of willingness to communicate in English (WTC), and to discover the correlation between language anxiety and the willingness to communicate in English among students. Quantitative approach was employed whereby data were collected using two instruments; the Foreign Language Classroom Anxiety Scale (FLCAS) and the Willingness to Communicate Scale (WTCS). The questionnaires were administered to 123 diploma students at Politeknik Hulu Terengganu. Using SPSS 22.0, data were analysed descriptively, namely minimum, maximum, mean, and standard deviation. Besides, Pearson Correlation test was run to provide answers to the research questions. The findings revealed that most students experienced a moderate level of English language anxiety. Besides that, students also reported having a very low willingness to communicate in English. The study also showed a significant negative correlation between students' FLCAS and their WTC. The research has numerous teaching implications for both ESL learners and teachers. Educators could potentially be guided to improve their teaching and learning process by creating a stress-free environment that encourages students to communicate in English. This could increase their willingness to participate.