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How to Cite
Investigating English Language Speaking Anxiety and Writing Fear: A Case Study
Abstract
English language anxiety with the focus on speaking and writing fear has gained importance in the context of English language learning (Ewald, 2007; Liu & Jackson, 2008; Magogwe & Oliver, 2007). The present study aims to investigate classroom anxiety and its association with English writing fear and English-speaking fear in the context of The Women University, Multan (WUM). The participants of the current study were the students of WUM enrolled in different programs including pure science, social sciences and department of languages. The data were analyzed quantitatively by using SPSS and the results showed that classroom anxiety is positively correlated with English writing fear or English-speaking anxiety. Thus, the results demonstrated that both anxieties (speaking and writing) exist significantly in WUM students. Furthermore, English writing fear and speaking fear were also found to be significantly correlated with each other. Thus, the present study highlights that English teacher should take significant measures to reduce the level of anxiety among students. This study helps students to overcome their English writing or speaking fear in any context of language use.
Authors
Sara Shahbaz
Lecturer, Department of English, The Women University, Multan, Punjab, Pakistan
Munazzah Rabbani
Assistant Professor, Department of English, The Women University, Multan, Punjab, Pakistan
Munazza Noor
Lecturer, Department of English, The Women University, Multan, Punjab, Pakistan
Keywords
Classroom Anxiety, English Language Learning, Speaking Fear, Writing Fear
