Knowing multiple languages has always been an advantage to a person be it for work purposes or for personal gain. However, learning foreign languages is not a walk in the park. Most of the learners experience difficulty during foreign language lessons. Thus, this study is done to investigate one of the common students’ struggles, which is foreign language anxiety especially in the context of genders. 100 participants consisting of 50 female students and 50 male students were purposely chosen from a public university in Malaysia to answer a quantitative survey adapted from Horwitz, Horwitz and Cope (1986). The survey is divided into 3 sections including communication apprehension, fear of negative evaluation and test anxiety. Data extracted from both survey and SPSS revealed that students are indeed feeling anxious during foreign language classes particularly in the context of fear of negative evaluation. Findings from this study also shows that there is no significant anxiety level difference between female and male students though female students show a slightly higher number. Thus, despite the gender differences, educators ought to help students who experience difficulty during lessons.
Alvarez-Sotomayor, A., & Hidalgo-Clerico, I. (2020). The adventure of raising kids inSpanish and English as non-native anglophone families in Spain: Parents' perceptionsbefore and during the process. In C. Huertas-Abril, & M. Gómez- Parra (Ed.), International Perspectives on Modern Developments in Early Childhood Education (pp. 117-136): IGI Global.
Bangnia, A. (2020) Challenges of the teaching and learning of French as a Foreign Languagein Ghana ; The Way Forward International Journal of Advanced Research and Publication ISSN ; 2456-9992
http://www.ijarp.org/published-research-papers/jan2020/Challenges-Of-The-Teaching-And-Learning-Of-French-As-A-Foreign-Language-In-Ghana-The-Way-Forward.pdf
Boon, M. H. A., Abdullah, N. A. T., Rahmat, N. H., Ahmad, N., Sharif, S., & Yean, C. P.(2021). Balancing Negative and Positive Factors in Foreign Language Learning.International Journal of Asian Social Science,11(8), 376-387. Retrieved from :https://doi.org/10.18488/journal.1.2021.118.376.387
Darmawangsa, D., Sukmayadi, V., & Yahya, A. H. (2020). First-year students’communication apprehension in learning French as foreign language. Indonesian Journal of Applied Linguistics, 10, 340-348. Retrieved fromhttps://doi.org/10.17509/ijal.v10i2.28599
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220. Retrieved from https://doi.org/10.1111/j.1540-4781.2005.00275.x
Gerencheal, B. (2016). Gender differences in foreign language anxiety at an Ethiopianuniversity: Mizan-Tepi university third year English major students in focus. African Journal of Education and Practice 1(1),1-16. Retrieved from https://www.iprjb.org/journals/index.php/AJEP/article/view/65
Horwitz, E. K., Horwitz, M. B., & Cope J. A. (1986). Foreign language classroom anxiety.Modern Language Journal, 70, 125-132. http://dx.doi.org/10.1111/j.1540-4781.1986.tb05256.x
Ismail, S., Isa, H. M., Zakaria, N. N. N., Rahmat, N. H., Idris, N., & Taib, N. A. M. (2022).What Causes Foreign Language Anxiety? International Journal of AcademicResearch in Business and Social Sciences, 12(8), 1359 – 1372. Retrieved from http://dx.doi.org/10.6007/IJARBSS/v12-i8/14534
Knapp, K., & Seidlhofer, B. (2009). Handbook of Foreign Language Communication and Learning. Berlin, New York: De Gruyter Mouton. https://doi.org/10.1515/9783110214246
Majunggi, J., & Halim, H. A. (2021). Foreign Language Listening Anxiety among French Language Learners in Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(3), 226-242. Retrieved from http://dx.doi.org/10.6007/IJARBSS/v11-i3/8596
Oztork, G., Gurbuz, N. (2012). The Impact of Gender on Foreign Language Speaking Anxiety and Motivation. Procedia – Social and Behavioural Sciences, 70, 654-665. Retrieved from https://doi.org/10.1016/j.sbspro.2013.01.106
Point, R. G., Ng, C. C., & Ting, S. H. (2021). Perceptions of Students Learning French as a Foreign Language in Malaysia. Trends in Undergraduate Research, 4(1), f1-12. Retrieved from https://doi.org/10.33736/tur.3094.2021
Radzi, S. F. M., Idris, F., & Azrae, M. (2022). Level of Students’ Anxiety in Learning Arabic Subject. International Journal of Academic Research in Business and Social Sciences, 12(8), 1924 – 1933. Retrieved from http://dx.doi.org/10.6007/IJARBSS/v12-i8/14617
Rahmat, N. H. (2019) Cycle of Fear in Learning: The Case for Three Language Skills. American Journal of Social Science and Humanities, Vol 4(1) , pp 1510162. (2019) Retrieved from http://dx.doi.org/10.20448/801.41.151.162
Rahmat, N. H. (2020). Investigating the cycle of fear in foreign language learning. EuropeanJournal of Foreign LanguageTeaching, 5(1), 117-127. Retrieved from https://doi.org/10.46827/ejfl.v5i1.3245
Sarason, I. G., Sarason, B. R. (1990). Test Anxiety. Handbook of Social and Evaluation Anxiety, p. 475-495. Retrieved from https://doi.org/10.1007/978-1-4899-2504-6_16
Shabani, M. B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners. Theory and Practice in Language Studies, 2(11), 2378-2383. Retrieved from https://www.academypublication.com/issues/past/tpls/vol02/11/21.pdf
Solak, E. (2015) Current Challenges in English Language Learning in Turkish EFL Context Participatory Educational Research (PER) Vol. 2(1), pp 106-115, April, 2015 Available online at http://www.partedres.com ISSN: 2148-6123 http://dx.doi.org/10.17275/per.15.09.2.1
Watson, D., & Friend, R. (1969). Measurement of social-evaluative anxiety. Journal of consulting and clinical psychology, 33(4), 448. Retrieved from https://psycnet.apa.org/doi/10.1037/h0027806
