000			03021ntm a2200277 a 4500
001			vtls000098092
003			KUKTEM
005			20251117113338.0
008			161107t2016 my a f abm 000 0 eng d
020			_aTHE0005474(Local)
039		9	_a201905151747 _bhanafiah _y201611071557 _zsaini
040			_aUMP
090			_aPBMSK .Z53 2016 r Thesis
100	0		_aZiaurahman Zia
245	1	3	_aAn investigation of EFL learners’ foreign language anxiety in English language classroom in Afghanistan / _cZiaurahman Zia
260			_aKuantan, Pahang : _bUMP, _c2016
300			_ap. : _bill. (some col.) ; _c30 cm. + _e1 CD-ROM
500			_aCentre for Modern Languages and Human Sciences
502			_aThesis (Master of Humanities Technology (English Language & Professional Communication)) -- Universiti Malaysia Pahang – 2016
504			_aBibliography : p. 99-110
520			_aThe present study was conducted in order to investigate English as a foreign language (EFL) learners’ foreign language anxiety (FLA) in classroom activities in Afghanistan. Previous studies conducted on FLA have found that FLA affects learners’ language learning and achievements. This study aims to investigate the learners’ FLA which they experience during classroom activities and to determine if there are any differences in terms of these learners’ levels of FLA based on their gender. It also determines the reasons causing this anxiety among learners and suggests some coping strategies to help language teachers and learners minimize learners’ FLA. The participants of the study were composed of 115 first year English major undergraduates from English Language Department of Nangarhar University. The data was collected via questionnaire, Foreign Language Classroom Anxiety Scale (FLCAS), and semi-structured interviews. The study found that most of the Afghan EFL learners experienced high level of FLA and they mostly suffered from fear of negative evaluation (FNE) in their English language classroom. It was also found that female learners experienced more FLA compared to their male counterparts. Situations such as presentation, speaking in front of the English teacher or speaking in front of the class, and answering teacher questions, were found to be the most anxiety-provoking activities for these learners. Similarly, the respondents pointed out 11 reactions of FLA they exhibited in the language classroom activities which may greatly help language teachers identify anxious learners in the language classroom and help them in effective reduction of their FLA. The findings of this study are expected to be vital for classroom implications at tertiary level education in Afghanistan and for other similar educational and cultural contexts.
610	2	0	_aCentre for Modern Languages and Human Sciences _xDissertations
650		0	_aUniversities and Colleges _xDissertations
650		0	_aTheses
999			_aVIRTUA40 _c7116 _d7122
999			_aVTLSSORT0080*0200*0400*0900*1000*2450*2600*3000*5000*5020*5040*5200*6100*6500*6501*9992