Language Anxiety and the Interaction of Tuanku Syed Sirajuddin Polytechnic Students when Using Interactive Whiteboard

Isyati Suparman, Rozalita Saupi

Abstract


In a language learning classroom, interactions are crucial as language is learned and acquired through practice and without realizing that the person is learning. However, language anxiety has been proven to be one of the factors that have effect on students’ interaction. This study explores the effect of language anxiety on students of Politeknik Tuanku Syed Sirajuddin’s interaction when using the interactive whiteboard for their classroom activity. The aim of this study is to find out the relationship between students’ language anxiety and their interactions and if the use of an educational technology device, in this case, the interactive whiteboard, can help eliminate students’ language anxiety and thus enhance their interactions. However, this study had proven that the use of the interactive whiteboard does not eliminate students’ language anxiety and their level of interactions is still at low level.

Keywords: Language Anxiety, Interactions, Interactive Whiteboard


Full Text:

PDF

References


V. Burr, Social Constructionism, 3rd ed. London: Routledge, 2015.

M. Antón, “The Discourse of a Learner-Centered Classroom: Sociocultural Perspectives on Teacher-Learner Interaction in the Second-Language Classroom,” Mod. Lang. J., vol. 83, no. 3, pp. 303–318, 1999.

N. M. Webb, “Student Interaction and Learning in Small Groups,” Rev. Educ. Res., vol. 52, no. 3, pp. 421–445, 1982.

F. Esman, N. Mohamed Basir, and R. Mohd Aripin, “OBE : The Use of Group Work Activities in Improving Social and Communication Skills,” in Prosiding Seminar Penyelidikan POLISAS, 2011, pp. 1–13.

M. Y. Abdullah, N. R. A. Bakar, and M. H. Mahbob, “Student’s Participation in Classroom:What Motivates them to Speak up?,” Procedia - Soc. Behav. Sci., vol. 51, pp. 516–522, 2012.

G. D. Livingston, “Criminal Trial Simulations in an English as a Second Language Classroom,” Hamline University, 2002.

E. W. Patterson, “Analysis of factors influencing the contribution of talk to learning during collaborative group work in science,” in British Educational Research Association Annual Conference, 2009, pp. 1–28.

S. D. Krashen, Second Language Acquisition and Second Language Learning. 1981.

X. Du, “The Affective Filter in Second Language Teaching,” Asian Soc. Sci., vol. 5, no. 8, pp. 162–165, 2009.

N. Vance, “The Affective Variable,” 2014.

P. MacIntyre and T. Gregersen, “Affect: The Role of Language Anxiety and Other Emotions in Language Learning,” in Psychology for Language Learning: Insights from Research, Theory and Practice, 1st ed., S. Mercer, S. Ryan, and M. Williams, Eds. London: palgrave macmillan, 2012, pp. 103–118.

W. J. Pelgrum, “Obstacles to the integration of ICT in education : results from a worldwide educational assessment,” Comput. Educ., vol. 37, pp. 163–178, 2001.

H. Hsiao, C. Chang, C. Lin, C. Chang, and J. Chen, “The influence of collaborative learning games within different devices on student ’ s learning performance and behaviours,” Aust. J. Educ. Technol., vol. 30, no. 6, pp. 652–670, 2014.

R. Martinez, A. Collins, and J. Kay, “Who did what? Who said that?: Collaid: an environment for capturing traces of collaborative learning at the tabletop,” Proc. ACM Int. Conf. Interact. Tabletops Surfaces (ITS ’11), pp. 172–181, 2011.

W. Z. Wan Zakaria, A. Rajab, N. Sayuti, and N. A.-H. Hashim, “Kajian tahap keresahan di kalangan pelajar bahasa asing terhadap mata pelajaran bahasa asing,” Universiti Teknologi Malaysia, Skudai, 2007.


Refbacks

  • There are currently no refbacks.