International Journal of Humanities, Philosophy and Language最新文献

{"title":"THE POWER OF SPOKEN LANGUAGE: UNDERSTANDING COMMUNICATION APPREHENSION AND ENGLISH LANGUAGE ANXIETY AMONG KIAS DEGREE STUDENTS","authors":"Noormaizatul Akmar Muhamad Nasir, Nurul Husna Yaacob, Norma Yaakub, Che Nadzirah Che Ab Razak","doi":"10.35631/ijhpl.623001","DOIUrl":"https://doi.org/10.35631/ijhpl.623001","url":null,"abstract":"Communication apprehension is characterized by the anxiety or fear individuals experience during interpersonal communication. In the context of foreign language learning, this apprehension can significantly impact learners' ability to effectively acquire, use, and master the language. Despite its importance, there remains a scarcity of studies exploring communication apprehension as a key contributor to anxiety, especially in language learning. This study focuses on examining communication apprehension as one of the four components known to trigger anxiety in foreign language learning. Specifically, the research targets KIAS degree students. The findings of this study contribute to the existing literature by delving into foreign language anxiety from the perspective of KIAS degree students. The research identifies anxiety-inducing situations and offers recommendations for educational interventions to address communication apprehension. Notably, the study reveals that these students feel uncomfortable or anxious in various situations, particularly when required to speak in English during impromptu tasks. By identifying specific triggers of anxiety, the research highlights the factors that hinder language learning progress among these students. This valuable knowledge can guide educators in developing appropriate instructional approaches and creating a supportive classroom environment. It is crucial for educators to pay special attention to learners struggling with communication anxiety, fostering a friendly and secure learning space where these students can confidently practice their language skills. This supportive environment plays a significant role in building their confidence and self-esteem, effectively alleviating unnecessary anxieties. Thus, this study sheds light on the significance of communication apprehension as a crucial factor influencing anxiety in foreign language learning among KIAS degree students. The findings underscore the importance of addressing this issue and designing tailored interventions to accommodate the unique challenges faced by these learners. Ultimately, by providing a supportive and inclusive learning environment, educators can empower the students to excel in their foreign language acquisition journey and enhance the overall language learning experience.","PeriodicalId":472309,"journal":{"name":"International Journal of Humanities, Philosophy and Language","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134903180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A STUDY ON THE LEVEL OF COGNITIVE FACTORS, AFFECTIVE FACTORS AND WRITING PERFORMANCE OF STUDENTS IN PAPER 4 OF THE MALAYSIAN UNIVERSITY ENGLISH TEST IN MALAYSIA","authors":"Balasundaram Shanmugam, Fong Peng Chew, Lee Luan Ng","doi":"10.35631/ijhpl.623002","DOIUrl":"https://doi.org/10.35631/ijhpl.623002","url":null,"abstract":"The aim of this study is to analyse the level of cognitive (background knowledge, thinking maps use, critical thinking) factors, affective (writing self-efficacy, second language (L2) writing anxiety) factors and writing performance among students. This research adopts a quantitative approach through a survey methodology. The sample comprises 400 Malaysian University English Test (MUET) students from 26 schools in Penang, Malaysia. Data has been collected using six instruments: five questionnaires as well as one argumentative writing task. Descriptive statistics, including mean, percentage, frequency, and standard deviation, have been used to answer the research question. The outcomes indicate that the levels of background knowledge, writing self-efficacy, critical thinking, thinking maps use, and L2 writing anxiety are moderate. Because writing is an integral part of MUET, the outcomes of this study can serve as a springboard from which teachers can gain a deeper appreciation for background knowledge, writing self-efficacy, critical thinking, thinking maps use, and L2 writing anxiety. As a result, it may shed light on what teachers may do to assist these L2 writers in improving their background knowledge, writing self-efficacy, critical thinking, thinking maps use and overcoming their writing anxiety, which possesses a negative impact on their output.","PeriodicalId":472309,"journal":{"name":"International Journal of Humanities, Philosophy and Language","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134903181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}