Investigating the Effects of Second Language Anxiety on the Learning Performance of UiTM Students

This study investigates the level and impact of second language (English) anxiety on learning performance among bachelor's degree students in UiTM. Drawing upon the theoretical framework of the Affective Filter Hypothesis, the research problem explores how anxiety acts as a barrier to language acquisition and its effects on learners’ academic performance. A mixed-methods research design was employed, with a convenience sampling of students who completed a survey and participated in interviews. Both quantitative survey data and qualitative textual responses were collected and analysed by using descriptive statistics and thematic analysis, respectively. The findings indicate that learners experience a moderate level of language anxiety, with speaking tasks being a primary source of apprehension. Furthermore, the results revealed a complex relationship in which high anxiety negatively impacted performance, while a low to moderate level could be motivating. In conclusion, anxiety is not a simple negative construct but a causal factor that requires targeted pedagogical interventions. The study's implications suggest that future research should adopt longitudinal designs and explore cultural differences to further refine the understanding of language anxiety and its effects.

English language, second language anxiety

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