Fear as a Hindering Factor in the Second Language Classroom

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.