Language Learning Anxiety in Mandarin as Foreign Language Classroom
DOI:
https://doi.org/10.53797/aspen.v2i1.4.2022Keywords:
language learning anxiety, MFL classroom, anxiety level, genderAbstract
Majority of foreign language learners experience an average level of language learning anxiety. Learning Mandarin as a foreign language is relatively difficult for non-native Chinese learners, it is believed that anxiety is an important issue among non-native Chinese learners. Thus, this quantitative study aimed to identify language learning anxiety level in Mandarin as Foreign language (MFL) classrooms. This study also explores the impact of gender differences among learners in MFL classrooms. 221 MFL learners from Universiti Teknologi MARA, Sarawak branch were selected as respondent in this study. Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz, Horwitz, & Cope (1986) was adopted to measure learners’ level of language learning anxiety in MFL classrooms. The data were analyzed using SPSS 22. The findings revealed that learners are on a moderate level of anxiety. Independent sample t-test analysis of the findings in this study manifested that there were no significant differences in learners’ level of anxiety in terms of gender. Nevertheless, it was found that female learners experienced higher level of anxiety as compared to male in the three major components. The findings from this study would be significant to both MFL educators and learners as it might help educators to have a better understanding of learners’ level of anxiety and plan more effective teaching methods which could help learners to lessen their level of anxiety in MFL classroom.
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