Investigating the Implementation of Language Learning Strategies in Alleviating Foreign Language Anxiety Among University Students

Muhammad Hasan*  -  STAI Al-Yasini Pasuruan, Indonesia
Lu'luil Masruroh  -  STAI Al-Yasini Pasuruan, Indonesia

(*) Corresponding Author
DOI: 10.21580/alsina.6.1.22948
Many researchers have proven the role of Language Learning Strategies (LLS) is vital particularly in Foreign Language Anxiety (FLA). The purpose of this research was to assess the amount of FLA and the frequency of LLS among university students enrolled in arabic courses at STAI Al-Yasini Pasuruan, Indonesia. This study also aimed to explore the relationship between students' levels of Foreign Language Anxiety (FLA) and their use of Language Learning Strategies (LLS). The research employed Horwitz and Cope’s Foreign Language Classroom Anxiety Scale (FLCAS) and Oxford’s Strategy Inventory for Language Learning (SILL) as measurement tools. The participants consisted of 82 students, chosen through convenience sampling. Descriptive statistics showed that the average anxiety levels among participants were moderate, with female students exhibiting slightly higher anxiety compared to their male respondents. Regarding LLS, most strategy categories were used at a moderate level, except for compensation strategies. The Pearson product-moment correlation analysis found a statistically significant negative correlation (r=-.140) between FLA and LLS, indicating that higher use of language learning strategies is associated with lower levels of anxiety in learning Arabic.

Keywords: Language Learning Strategies, Anxiety, Learning Arabic

  1. Abu-Rabia, S. (2004). Teachers’ role, learners’ gender differences, and FL anxiety among seventh-grade students studying English as a foreign language. Education Psychology, 24(5), 711-721. https://doi.org/10.1080/0144341042000263006
  2. Aldubaikhi, S. A. (2023). Influence of Teacher/Instructor Foreign Language Anxiety Reduction Strategies on Students' Foreign Language Anxiety: The Case of Saudi Students' English Language Learning in Saudi Arabia. Eurasian Journal of Applied Linguistics, 9(2) (2023) 33-44.
  3. Borisova, A. S., Moskvitcheva, S. A., Aleksandrova, O. I., & Soomroo, M. A. (2024). Influence of Foreign Language Anxiety on University Students' Cognitive Processing in English Language Classrooms. Eurasian Journal of Applied Linguistics, 10(1) (2024) 299-307.
  4. Effiong, M. (2013) Factors influencing foreign language classroom anxiety: an investigation of English learners in four Japanese universities. University of Southampton, Faculty of Humanities, Doctoral Thesis, 296pp.
  5. Horwitz, E. K. (2001). Language Anxiety and Achievement. Annual Review of Applied Linguistics, Vol. 21, pp. 112-126
  6. Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
  7. Lestari, M. & Wahyudin, A. Y. (2020). Language Learning Strategies Of Undergraduate Efl Students. Journal of English Language Teaching and Learning (JELTL) Vol. 1, No. 1, 25-30.
  8. Lucas, I. R., Miraflores, E, & Go, D. (2011). English Language Learning Anxiety among Foreign Language Learners in the Philippines. Philippine ESL Journal, Vol. 7, 94-119.
  9. Maquidato, I. M. B. (2021). The Experience of English Speaking Anxiety and Coping Strategies: A Transcendental Phenomenological Study. International Journal of TESOL & Education. Vol. 1, 2, 45-64
  10. Mohammadi, E.G., Biria, R., Koosha, M., & Shahsavari, A. (2013). The Relationship between Foreign Language Anxiety and language Learnin Strategies among University students. Theory and Practice in Language Studies, 3, 637-646.
  11. Na, Z. (2007). A Study of High School Students' English Learning Anxiety. Iranian EFL Journal, 9(3), 22-34.
  12. Noormohammadi, R. (2009). On the relatioship between language learning strategies and foreign language anxiety. Journal of Pan Pacific Association of Aplied Linguistics, 13(1), 39-52.
  13. O‟Malley, J.M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
  14. Oflaz, A. (2019). The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement. European Journal of Educational Research, Vol.8, 4, 999-1011.
  15. Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (2000). Cognitive, affective, personality, and demographic predictors of foreign-language achievement. The Journal of Educational Research, 94(1), 3 15.
  16. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
  17. Oxford, R. L. (1993). Language Learning Strategies in a Nutshell: Update and ESL Suggestions. TESOL Journal, 2: 18-22
  18. Phillips, V. (1990). English as a second language learner strategies of adult Asian students using the strategy inventory for language learning. In L. Dickinson, Autonomy and motivation: A literature review. System, 23(2), 165-174.
  19. Phillips, V. (1991). A look at learner strategy use and ESL proficiency. In E.M. Ehrman, & L.R. Oxford (1995), Cognition plus: Correlates of language learning success. Modern Language Journal, 79(1), 67-89.
  20. Sanders, D., & Wills, F. (2003). Counselling for anxiety problems (2nd ed.). London: Sage.
  21. Shabani, M.B. (2015). On the relationship between Foreign Language Anxiety and Language Learning Strategies among Iranian EFL Learners. International Journal of Educational Investigations, Vol.2, 20.
  22. Wilson, S. T. J. (2006). Anxiety in learning English as a foreign language: Its associations with student variables, with oral proficiency, and with performance on an oral test. Unpublished doctoral dissertation, Universidad de Granada.

Open Access Copyright (c) 2024 Alsina : Journal of Arabic Studies
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

Alsina: Journal of Arabic Studies
Arabic Department, Fakultas Ilmu Tarbiyah dan Kependidikan
UIN Walisongo, Semarang, Indonesia
Jl. Prof. Dr. Hamka, Tambakaji, Kec. Ngaliyan, Kota Semarang, 50185
Central Java, Indonesia
Email: alsina@walisongo.ac.id

In collaboration with the Arabic Teachers Association of Indonesia (IMLA).

ISSN: 2622-6138 (Print)
ISSN: 2622-6146 (Online)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

apps