Abstract:
The attitude towards language learning is a critical factor in the
ESL context. Attitude is characterized by a large proportion of
emotional involvement such as feelings, and self-relationships in
the community. The fear of language learning has a negative
impact on a learner’s future learning encounters and affects
future learning possibilities. The objective of this research paper is
to focus on the impact of fear or anxiety in language learning,
specifically related to speaking, reading and writing. Quantitative
and qualitative methodology have been employed. Forty-six
students from the Faculty of Science, and the teachers who were
assigned to teach English for science students were selected for
this study. Data was collected from classroom observation, a
questionnaire and interviews. The study reveals that the fear of
speech frequently occurred because of the unconducive
environment and fear of negative evaluation. Fear of reading and
writing are also to be observed due to the lack of technical skills
among students and lack of practice. Fear is a vicious cyclic
process. So the study recommends that teachers explore and
provide suggestions on how to alleviate the fear that is embedded
among students related to language skills.
