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Impact of Classroom Environment on Second Language Learning Anxiety

Article in Journal of Development and Social Sciences · December 2021

DOI: 10.47205/jdss.2021(2-IV)45

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 P-ISSN: 2709-6254 Journal of Development and Social Sciences Oct-Dec 2021, Vol. 2, No. IV
O-ISSN:2709-6262 http://doi.org/10.47205/jdss.2021(2-IV)45 [543-553]

RESEARCH PAPER
Impact of Classroom Environment on Second Language Learning
Anxiety
Zohaib Zahid
Assistant Professor, Department of English, The Islamia University of Bahawalpur, Sub-Campus
Rahim Yar Khan, Punjab, Pakistan
PAPER INFO ABSTRACT
Received: Second language learning anxiety has attained the attention of the
August 26, 2021 researchers in almost every part of the world. Pakistan is a country
Accepted: where English is taught as a second language from the very beginning
December 12, 2021
Online: of school education. Second Language learning anxiety is a
December 15, 2021 phenomenon which has been prominently found among the learners
Keywords: because of their less proficiency in learning English language. This
Effect of Anxiety, study has been conducted to investigate the effect of anxiety in
Proficiency,
Second Language learning and using English language in classroom, university and
Learning Anxiety, outside the classroom. There are variables that affect language
Striking Affect
learning performance of the learners but this paper has solely
*Corresponding
Author: investigated the effect of anxiety. The paper has concluded that
zohaib.zahid@i anxiety is a variable which has a striking affect in second language
ub.edu.pk learning and its use inside classrooms.
Introduction

Ever Anxiety is a trend that people often face in their daily life. Anxiety may be
defined as the nervous, troubling expectation of an intimidating but unclear event. Anxiety
is a feeling of nervous suspense (Rachman, 2004).

It has been observed by the linguists that anxiety directly affects the foreign, target
or second language learning and its use. Anxious feelings rose in the learners’ minds which
impede the proficiency of the students. These negative feelings can have both negative and
positive effects, and can encourage and facilitate as well as disturb and slow down
cognitive actions such as learning. Although there is still controversy concerning whether
language anxiety is the cause (Scovel, 2000; Spielmann & Radnofsky, 2001) or
consequence of poor language learning (Sparks, Ganschow & Javorsky, 2000), many
experimental studies have demonstrated that there is a negative relationship between
anxiety and language learning.

Literature Review

It has been described by Spielmann and Radnofsky (2001) that there numerous types
of anxieties which may be noticed in the classroom. Learners may feel cognitive
 Impact of Classroom Environment on Second Language Learning Anxiety

apprehensions when they believe that the course offered to them for studies has
inadequate content and organization. Learners may also feel emotional apprehension
when they observe that they have got minimal interaction with their instructor and
classmates. Horwitz, Horwitz, and Cope (1986) have described that there is also another
type of classroom anxiety which is known as test anxiety. Test anxiety creates feelings of
the students that they will not be able to perform better in their tests and exams. Their
apprehension may be related to grammar, reading, writing or speaking skills.

Foreign Language Anxiety

The personal feelings of uneasiness, tension, edginess and nervousness are the
factors which collectively defines anxiety (Horwitz, Horwitz & Cope 1986, p. 125; from
Spielberger 1983). Howritz, Howritz and Cope (1986) introduced a term ‘Foreign
Language anxiety’. They defined foreign language anxiety that it is a separate compound
of feelings, beliefs, self-perceptions and behaviours which are closely linked to language
learning in the classroom and they arise from the individuality of language learning
phenomenon. According to them, there are the feelings of hesitation and shyness which
arise from the fear of interacting with the people and they called it communication
apprehension. There are some students which create feelings of anxiety of them due to the
fear of failure and this type of anxiety is known as test anxiety. There is another type of
anxiety which they called fear negative evaluation. Fears of negative evaluation arise by
the feelings of nervousness about others’ evaluation and anticipation that others will
evaluate them negatively (Horwitz, Horwitz & Cope 1986).

If anxiety is taken in general procedures it will create paradoxical results. The

research studies, conducted, have focused on language situation anxiety which is based on
the situation-specific perspective. Researchers investigated that language anxiety is not
only a combination of other anxieties but it is different from other types of anxiety.
Researchers found this reality after empirically grouping the conception of language
anxiety. (Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1991)

Feelings of Anxiety Caused by Competency Level

Numerous researchers have investigated that the increased feelings of anxiety will
not let the language learners to gain competence in second language if they feel anxious to
speak target language. Sometimes, the tasks given to the students may become difficult for
the learners to accomplish when the instructors have no control over the tasks. That is
why; the teachers must not always consider complete uniformity on the competition of
various tasks which are concerned to their students (Oya, Manalo & Greenwood, 2004).

It has been noted by Von Worde (2003) level of anxiety increases in oral and
listening exercises as they are related to test anxiety. The increase in language competence
is dependent upon reduction in anxiety level. It has been further investigated that the
learners who are having high levels of anxiety in speaking or communication might be
prone to comprehend communicative capability. Numerous teachers face a problem to
find different ways to reduce anxiety (MacIntyre, Baker, Clement & Donovan, 2003)

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 Journal of Development and Social Sciences (JDSS) Oct-Dec, 2021 Volume 2, Issue IV

Methods used by the learners to alleviate anxiety

Kondo and Ling (2004) investigated the methods and strategies used by the
learners to lessen the feelings of anxiety of them. They found 70 types of strategies in their
research which the learners adopt to overcome their feelings of anxiety in language
learning and use. Five general methodologies adopted by the learners were positive
thinking, preparation, relaxation, peer seeking and resignation. Preparation refers to the
methods which learners adopt to maintain and improve their strategies by conquering the
anxious feelings. Relaxation is a methodology which is used by the learners to lessen the
feelings of anxiety by keeping them cool and calm. Thinking makes learners able to
develop positive feelings about the stressful environment of language learning by reducing
the amount of anxiety. Peer seeking means that the learners try to search other learners
who are also stressful about language learning and have feelings of anxiety. Sometimes,
the students do not want to reduce their feelings of anxiety which is described as
resignation.

Pappamihiel (2002) investigated that most of the learners used a strategy

‘avoidance’ in order to reduce their feelings of anxiety in second or foreign language
learning. Avoidance was the main tool adopted by the students which means that they kept
silent during the class. The learners thought that they can better reduce feelings of anxiety
in this way. Bailey et al (1999) opined that the teenagers and the adult foreign language
learners frequently use this strategy to overcome the feelings of anxiety. Another useful
strategy used by the learners was to make friendship and close association with those
students who were better speakers of foreign language and do not feel anxiety while
speaking second or foreign language. This strategy has been found more useful as the
anxious learners may discuss the problems and feelings of anxiety with their less anxious
friends when they feel anxious in language learning class. Being active in the class is
another useful strategy which the students adopt to alleviate the feelings of anxiety and
the anxious learners believe that this is the best way to reduce the feelings of anxiety.

Material and Methods

This is a questionnaire based study in which 13 items have been addressed to the
participants for their opinion. These 13 items of the questionnaire are developed to know
the effect of anxiety on the performance of the second language learners.

Population

A total of 250 participants were selected from the two public sector universities of
southern Punjab. All the participants selected were doing their MA in English Literature
and Linguistics and were enrolled in 3rd semester which means that they had passed one
and half years in their MA level studies. Questionnaires were distributed equally in both
the universities and the researchers could get response from 200 candidates in which 73
were male participants and 127 were female participants. The participants were chosen
randomly and all the candidates were provided equal opportunity to participate in the
study.

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 Impact of Classroom Environment on Second Language Learning Anxiety

Data Analysis

All the collected data were analyzed through SPSS software in order to know the
frequency and percentage of the SLLs about their anxiety and its impact on their second
language learning. Frequency, percentage, and mean were found out through SPSS
software. Each researcher analyzed the data personally before entering it into the software
in order to understand the nature of the problem. Data have been shown by tables and
every item of the questionnaire contains separate table for clarification. Tables have been
constructed by taking gender variable because the researchers and the linguists have
investigated that the females are more inclined to learn English language than the males.

Results and Discussion

Findings of the current study have been discussed below in the form of tables. Data
have been presented separately for females and males according to their percentages.
Collective data has also been presented in the tables to analyze the data of both the
genders.

Table 1
It, sometimes, bothers me to understand the lectures delivered in English language
Agreed Disagreed Mean
SA A Total SD DA Total UD
F % F % F % F % F % F % F %
3.48
Male 36 49.3 6 8.2 42 57.5 12 16.4 5 6.8 17 23.2 14 19.2
Female 46 36.2 24 18.9 70 55.1 28 22.0 16 12.6 44 34.6 13 10.2 3.00
Total 82 41.0 30 15.0 112 56.0 40 20.0 21 10.5 61 30.5 27 13.5 3.17

A high percentage of the students agreed with the statement that they feel
difficulties in understanding the lectures when delivered in English language. The ratio of
the male students remained higher than that of females. Both Urdu and English mediums
are used in the universities of Pakistan. (National Education Policy Draft 2009)

Table 2
My position in class is disturbed due to the mistakes which I commit in English
Language
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F % 3.52
36 49.3 9 12.3 45 61.6 9 12.3 6 8.2 15 20.5 13 17.8
Female 57 44.9 31 24.4 88 69.3 12 9.4 11 8.7 23 18.1 16 12.6 3.43
Total 93 51.5 40 20.0 133 66.5 21 10.5 17 8.5 38 19.0 29 14.5 3.46
The students agreed that their class position is disturbed due to the mistakes
which they commit while using English language. A high percentage of both the genders
supported the statement.

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 Journal of Development and Social Sciences (JDSS) Oct-Dec, 2021 Volume 2, Issue IV

Table 3
I feel shy to speak English in the premises of the university
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
37 50.7 13 17.8 50 68.5 10 13.7 2 2.7 12 16.4 11 15.1 3.51
Female 56 44.1 34 26.8 90 70.9 9 7.1 9 7.1 18 14.2 19 15.0 3.53
Total 93 51.2 47 23.5 140 70.0 19 9.5 11 5.5 30 15.0 30 15.0 3.52

Most of the participants agreed that they feel shy to speak English even in the
premises of the university where almost everyone can understand them. A high
percentage of both male and female participants accepted that they hardly speak in
English language in their respective universities.

Table 4
I do not consider the environment suitable to speak English language outside the
university
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
35 47.9 15 20.5 50 68.5 5 6.8 5 6.8 10 13.6 13 17.8 3.63
Female 55 43.3 28 22.0 83 65.3 18 14.2 7 5.5 25 19.7 19 15.0 3.39
Total 90 45.0 43 21.5 133 66.5 23 11.5 12 6.0 35 17.5 32 16.0 3.48

Participants agreed that they do not find any suitable environment of speaking
English outside their universities. The ratio of male participants remained higher to
support the statement than females. Collectively, a good percentage of the participants
supported the statement.

Table 5
It makes me confused to speak English in the class
Agreed Disagreed Mean
SA A Total SD DA Total UD
F % F % F % F % F % F % F %
Male 3.89
42 57.5 9 12.3 51 69.8 3 4.1 3 4.1 6 8.2 16 21.9
Female 60 47.2 20 15.7 80 62.9 17 13.4 9 7.1 26 20.5 21 16.5 3.46
Total 102 51.0 29 14.5 131 65.5 20 10.0 12 6.0 32 16.0 37 18.5 3.62

More than 60% of the participants agreed that it is difficult for them to speak
English in the class. The ration of the male participants remained higher than the female
participants.
Table 6
I do not enjoy being taught in the medium of English
Agreed Disagreed Mean
SA A Total SD DA Total UD
F % F % F % F % F % F % F %
Male
39 53.4 6 8.2 45 61.6 6 8.2 6 8.2 12 16.4 16 21.9 3.73
Female 74 58.7 18 14.2 76 59.7 4 3.1 7 5.5 11 8.7 24 18.9 3.84
Total 113 55.5 24 12.0 121 60.5 10 10.0 13 6.5 23 11.5 40 20.0 3.80

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 Impact of Classroom Environment on Second Language Learning Anxiety

The participant supported the statement that they hardly enjoy when the lecture
is delivered in English. Ratio of male participant remained higher than female participant.

Table 7
I am always discouraged by my social surroundings when I speak in English
language
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
29 39.7 13 17.8 42 57.5 9 12.3 8 11.0 17 23.3 14 19.2 3.42
Female 55 43.3 16 12.6 71 55.9 19 15.0 13 10.2 32 25.2 24 18.9 3.41
Total 84 42.0 29 14.5 113 56.5 28 14.0 21 10.5 49 24.5 38 19.0 3.42

This statement was asked to know the response of the participants about their
social surrounding whether it supports them in speaking English language. Most of the
participants agreed that they are discouraged by their social environment to speak
English.
Table 8
I feel confused when I am asked to speak English in the class by my teacher
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
29 39.7 16 21.9 45 61.6 7 9.6 9 12.3 16 21.9 12 16.4 3.41
Female 54 42.5 30 23.6 84 66.1 12 9.4 12 9.4 24 18.8 19 15.0 3.44
Total 83 41.5 46 23.0 129 64.5 19 9.5 21 10.5 40 20.0 31 15.5 3.43

The participants responded in negative about their speaking English in the class.
The ratio of female participants remained higher in this statement who agreed with it.

Table 9
I do not feel myself confident when I find a chance to speak with the native English
speaker
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
33 45.2 9 12.3 42 57.5 14 19.2 6 8.2 20 27.4 11 15.1 3.29
Female 65 51.2 13 10.2 78 61.4 14 11.0 12 9.4 26 20.4 23 18.1 3.56
Total 98 49.0 21 10.5 120 60.0 28 14.0 18 9.0 46 23.0 34 17.0 3.46

The participants responded with high ratio that they are least confidant when they
get a chance to talk to a native English speaker. Ratio of female participants remained
higher in this statement who agreed with it.

Table 10
I believe few students speak better English in the class because of their
good schooling
Agreed Disagreed Mean
SA A Total SD DA Total UD
F % F % F % F % F % F % F %

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 Journal of Development and Social Sciences (JDSS) Oct-Dec, 2021 Volume 2, Issue IV

32 43.8 10 13.7 42 57.5 13 17.8 6 8.2 19 26.0 12 16.4

Male 3.33
Female 57 44.9 17 13.4 74 58.3 25 19.7 8 6.3 33 26.0 20 15.7 3.31
Total 89 44.5 27 13.5 116 58.0 38 19.0 14 7.0 52 26.0 32 16.0 3.32
The participants supported the statement that there are students in their classes
who speak better and fluent English because of their good school Education. The ratio of
female participants remained higher who agreed with the statement.

Table 11
I feel that my fellows will laugh at me if I speak in English language
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
43 58.9 3 4.1 46 63.0 3 4.1 8 11.0 11 15.1 16 21.9 3.84
Female 60 47.2 23 18.1 83 65.3 13 10.2 10 7.9 23 18.1 21 16.5 3.52
Total 103 51.5 26 13.0 129 64.5 16 8.0 18 9.0 34 17.0 37 18.5 3.63

The participants highly agreed with the statement about their psychological
depression which they feel in the class. Ratio of female participants remained higher who
agreed with the statement.

Table 12
I feel anxious to write anything on white board in English because of the fear of
mistakes
Agreed Disagreed Mean
SA A Total SD DA Total UD
Male F % F % F % F % F % F % F %
34 46.6 10 13.7 44 60.3 13 17.8 5 6.8 18 24.6 11 15.1 3.34
Female 50 39.4 19 15.0 69 54.4 24 18.9 13 10.2 37 29.1 21 16.5 3.24
Total 84 42.0 29 14.5 113 56.5 37 18.5 18 9.0 55 27.5 32 16.0 3.28

The participants agreed that they are scared from the mistakes which they commit
in English language and it stops them to write anything on board abruptly or without any
preparation. The ratio of male participants remained higher who agreed with the
statement.

Table 13
Sometimes, the behavior of a certain teacher makes me reluctant to speak English
in front of him/her
Agreed Disagreed Mean
SA A Total SD DA Total UD
F % F % F % F % F % F % F %
35 47.9 9 12.3 44 60.2 12 16.4 4 5.5 16 21.9 13 17.8 3.45
Female 67 52.8 11 8.7 78 61.4 10 7.9 11 8.7 21 16.5 22 17.3 3.66
Total 102 51.0 20 10.0 120 60.0 22.0 11.0 15 7.5 37 18.5 35 17.5 3.58

The participants responded that the behavior of the teacher makes a difference in
their language learning. The negative behavior of the teacher stops them to perform better.
The ratio of female participants remained higher who agreed with the statement.

549
 Impact of Classroom Environment on Second Language Learning Anxiety

Correlation of classroom environment with anxiety

Two tables of correlation statistics have been shown below to understand the
correlation of the classroom environment with language anxiety. Pearson Correlation was
applied to the data and the results are given below.

Correlation of first 6 statements with language anxiety

Pearson
Gender 1 -.171* -.040 .009 -.097 -.178* .056
Correlation
Sig. (2-tailed) .016 .577 .899 .172 .012 .428

N 200 200 200 200 200 200 200

Pearson Correlation -.171* 1 .192** .160* -.081 .097 .260**
Sig. (2-tailed) .016 .007 .024 .252 .170 .000
N 200 200 200 200 200 200 200
Pearson Correlation -.040 .192** 1 .020 .246** .150* .297**
Sig. (2-tailed) .577 .007 .777 .000 .034 .000
N 200 200 200 200 200 200 200
Pearson Correlation .009 .160* .020 1 .000 -.006 -.123
Sig. (2-tailed) .899 .024 .777 .997 .935 .082
N 200 200 200 200 200 200 200
Pearson Correlation -.097 -.081 .246** .000 1 -.020 .116
Sig. (2-tailed) .172 .252 .000 .997 .774 .101
N 200 200 200 200 200 200 200
Pearson Correlation -.178* .097 .150* -.006 -.020 1 .038
Sig. (2-tailed) .012 .170 .034 .935 .774 .589
N 200 200 200 200 200 200 200
.056 -.123 .116
Pearson Correlation Sig. (2- .260** .297** .038 1
tailed) .000 .000
.428 .082 .101
.589
N 200 200 200 200
200 200 200

Correlation of last 7 statements with language anxiety

Gender Pearson 1 -.006 .012 .103 -.008 -.135 -.035 .064
Correlation
Sig. (2-tailed) .937 .861 .147 .913 .056 .621 .365
N 200 200 200 200 200 200 200 200
Pearson -.006 1 .135 .076 -.118 .139 .324** .338**
Correlation
Sig. (2-tailed) .937 .057 .287 .096 .050 .000 .000
N 200 200 200 200 200 200 200 200
Pearson .012 .135 1 -.039 .228** .017 .154* .094
Correlation
Sig. (2-tailed) .861 .057 .579 .001 .812 .029 .186
N 200 200 200 200 200 200 200 200
Pearson .103 .076 -.039 1 -.012 .027 -.014 .244**
Correlation
Sig. (2-tailed) .147 .287 .579 .870 .708 .845 .000
N 200 200 200 200 200 200 200 200

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 Journal of Development and Social Sciences (JDSS) Oct-Dec, 2021 Volume 2, Issue IV

Pearson -.008 -.118 .228* -.012 1 -.129 -.151* -.089

Correlation *

Sig. (2-tailed) .913 .096 .001 .870 .069 .033 .211

N 200 200 200 200 200 200 200 200
Pearson -.135 .139 .017 .027 -.129 1 .107 -.057
Correlation
Sig. (2-tailed) .056 .050 .812 .708 .069 .131 .423
N 200 200 200 200 200 200 200 200
Pearson -.035 .324** .154* -.014 -.151* .107 1 .126
Correlation
Sig. (2-tailed) .621 .000 .029 .845 .033 .131 .077
N 200 200 200 200 200 200 200 200
Pearson .064 .338** .094 .244* -.089 -.057 .126 1
Correlation *

Sig. (2-tailed) .365 .000 .186 .000 .211 .423 .077

N 200 200 200 200 200 200 200 200

Discussion

As it has been observed from the above discussion, the students feel lot of
problems in learning and using English language due to their attitude. Their attitude
increases the amount of anxiety among them which resist them to get command on English
language. This portion of chapter specifically deals with the anxious feelings of the
students which are increased or decreased in different situations. It has been investigated
in this study that there are different aspects and ideas of the students which actually make
them anxious about learning and using English language.

The anxiety level of the students is increased because many of the students do not
have good educational background and they feel it difficult to understand the entire
lecture delivered in English language which makes them anxious about using English
language. The study has investigated that most of the students get poor grades due to the
anxiety level which is increased due to the fear that they will not be able to get good marks
and grades. They loose confidence at the beginning of the classes and remained anxious
inwardly throughout the semester.

It has been observed that the students do not use English language excessively
within the premises of the university which increase their anxiety in speaking and their
fluency is also affected to a greater extent. The limitations which the language learners
have developed may cause the feelings of anxiety among them. According to the linguists
the language learner should not miss any chance to speak in the target language as it will
decrease the amount of anxiety and make him/her feel confidant to speak target language.
It is true that the social environment does not promote the speaking of English language
in Pakistan as there is less number of people who can understand and speak English
language.

Conclusion

It is true that the learners feel difficulties in learning second language when their
anxiety level is increased due to the problems they face in the classrooms. There are
students who want to speak in English language and try to become proficient English
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 Impact of Classroom Environment on Second Language Learning Anxiety

language learners but the classroom environment make them mentally depressed which
ultimately increase their anxiety about learning and using English language.

The behavior of the teachers do have a significant role in language learning class
and it may increase or decrease the anxiety of the learners. A teacher with negative
attitude can never attain better results from the students. The appreciating behavior of the
teacher can turn the tables towards positive in language learning and its use.

Good school education develops a sense of confidence among the students and the
students who get their early education from good schools feel confidant when they
perform in university class. He or she never feels shy to perform in the class.

Social environment must be encouraging for the anxious language learners as it

will provide them a chance to speak and improve their language.

A lot of research must be conducted in less developed areas of different parts of

the world to make a general conclusion about the impact of classroom environment on
language anxiety.

Recommendations

1. Educational institutes in less developed areas must promote the language

learners to reduce their anxiety level. Some courses must be taught to the learners
at the beginning of their language learning class about the impact of anxiety on
language learning and the ways through which it can be minimized.

2. Seminars must be held for the teachers about their behavior in classrooms. The
teachers must be instructed through these seminars that they should never
discourage the language learners as it will increase their anxiety.

3. Courses must be taught to the language learners to create a sense of confidence

in them.

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 Journal of Development and Social Sciences (JDSS) Oct-Dec, 2021 Volume 2, Issue IV

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