Research Article
English Foreign Language Anxiety Among Undergraduate EFL Students in Indonesia: Looking at The Differences Between Gender and Achievement
@INPROCEEDINGS{10.4108/eai.11-7-2023.2340604, author={Zulfa Ghefira Azzahra and Sahiruddin Sahiruddin and Muhammad Andrean Syahsurya}, title={English Foreign Language Anxiety Among Undergraduate EFL Students in Indonesia: Looking at The Differences Between Gender and Achievement}, proceedings={Proceedings of the 4th International Conference Entitled Language, Literary, And Cultural Studies, ICON LATERALS 2023, 11-12 July 2023, Malang, Indonesia}, publisher={EAI}, proceedings_a={ICON LATERALS}, year={2023}, month={12}, keywords={foreign language anxiety gender academic achievement}, doi={10.4108/eai.11-7-2023.2340604} }- Zulfa Ghefira Azzahra
Sahiruddin Sahiruddin
Muhammad Andrean Syahsurya
Year: 2023
English Foreign Language Anxiety Among Undergraduate EFL Students in Indonesia: Looking at The Differences Between Gender and Achievement
ICON LATERALS
EAI
DOI: 10.4108/eai.11-7-2023.2340604
Abstract
One of the most common psychological factors, anxiety, is widely discussed in many studies on second language acquisition (SLA). The participants in this study are 43 third-year English Department students in one of universities in Indonesia. Focusing on anxiety in gender and its correlation with academic achievement, this study adopts a quantitative approach using the Foreign Language Anxiety Scale (FLAS) questionnaire adopted by Yassin (2015) as the research method. The anxiety levels of the participants based on their gender are analyzed using an independent t-test, while the correlation between foreign language anxiety and academic achievement is analyzed with Pearson’s Moment Correlation Coefficient. The findings suggest that female students have higher anxiety levels compared to male students with significant differences. While the result between anxiety and academic achievement shows no correlation between the two variables being tested. This study may be used as a beneficial reference for researchers and educators interested in studying anxiety in foreign language learning, for it distinctively discusses anxiety in gender, as well as the correlation between foreign language anxiety and academic achievement. The implications of this study are discussed.
