A Study on Classroom Anxiety among English Learners at Secondary School Level

Muhammad Bilal Ahmad, Khadija Rafeeq, K. Shahzad
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Abstract

A significant emphasis was focused on the classroom anxiety that English learners in the district of Vehari were feeling. The study's primary goal was to determine the level of classroom anxiety experienced by English learners while learning English at the secondary school level. The participants in this study were all secondary school students in the district of Vehari who were learning English. Participants in the study were recruited from secondary schools, which served as a sample ground for the research. The FLCAS questionnaire, which Horwitz and his colleagues designed, was chosen as the standard questionnaire for use in the study. The questionnaire indicated above has undergone extensive validation, and it has been widely utilized in the field of language learning research since its inception. The data were evaluated using the mean and standard deviation statistics, respectively. The researchers noticed that students grow nervous when they cannot comprehend every word that their language lecturers say. Furthermore, according to the findings, English learners did not appear to be content or at ease when in the company of native English speakers
中学阶段英语学习者课堂焦虑的研究
重点放在了Vehari地区英语学习者的课堂焦虑上。该研究的主要目的是确定英语学习者在中学阶段学习英语时所经历的课堂焦虑水平。本研究的参与者均为Vehari地区正在学习英语的中学生。这项研究的参与者是从中学招募的,这是研究的样本。霍维茨和他的同事们设计的FLCAS问卷被选为研究中使用的标准问卷。上述问卷经过了广泛的验证,自诞生以来就被广泛应用于语言学习研究领域。数据分别采用均值和标准差统计量进行评价。研究人员注意到,当学生不能理解他们的语言讲师所说的每一个单词时,他们会变得紧张。此外,根据研究结果,英语学习者在与母语为英语的人在一起时,表现得不满足或不自在
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