This paper discussed a study proposed to analyse the critical factors affecting English language anxiety among upper secondary students in selected schools in Malaysia. In countries where English is taught formally as second language, learners faced different levels of anxiety and by individually they had developed specific types of anxiety in learning the English Language. Also, where English was taught as formal school subject, school climate was considered as one of the variables that affects English Language anxiety. Another factor with regards to rapid globalization and modernization was teacher’s competency in utilizing technological tools which was also a concern that affects English Language Anxiety. The objective of the research was to study the relationship between school climate and Technology, Pedagogy, and Content Knowledge (TPACK) in affecting English Language Anxiety. An amount of 315 student participants will answer an adapted questionnaire known as the English Language Classroom Anxiety Scale (ELCAS) and a self-developed questionnaire known as School Climate English Language Anxiety (SCELA). Meanwhile, the English Language teachers involved in the study will answer an adopted questionnaire Technology Pedagogical Content Knowledge (TPACK). The data obtained from all three questionnaires will be presented in the form of descriptive statistics and will be analysed using the Statistical Package for Social Science (SPSS) software version 22.
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In-Text Citation: (Elas, Majid, & Narasuman, 2019)
To Cite this Article: Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). A Study on Critical Factors Affecting English Language Anxiety in Selected Schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 251–261.
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