English Language Anxiety and Its Effect on Students' Mathematics Achievement

Autor/inn/en	Alghazo, Yazan; Al-Wadi, Hasan
Titel	English Language Anxiety and Its Effect on Students' Mathematics Achievement
Quelle	In: International Education Studies, 12 (2019) 12, S.130-140 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	English (Second Language); Second Language Learning; English Language Learners; Anxiety; Mathematics Achievement; Correlation; Language Proficiency; Foreign Countries; Language Skills; Student Attitudes; Undergraduate Students; Saudi Arabia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Angst; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Language skill; Language skills; Sprachkompetenz; Ausland; Schülerverhalten; Saudi-Arabien
Abstract	Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson's correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The results indicated no statistical difference in means of English language anxiety that can be attributed to the program type or graduation year (a= 0.05). The study concluded that English language anxiety was neutral as majority of students become nervous, when the teacher asks them unexpected questions. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01