Students’ perception of Spoken English Anxiety at Higher Education Level
PDF

Keywords

interaction
conversational skills
interactive activities
anxiety

How to Cite

salahuddin, afsheen. (2019). Students’ perception of Spoken English Anxiety at Higher Education Level. Asia Proceedings of Social Sciences, 4(3), 96-98. https://doi.org/10.31580/apss.v4i3.567

Abstract

Developing countries like Pakistan are struggling for an Ideal model for English language teaching in their educational institute as English language is emerging as a powerful medium of communication. In Pakistan the public sector school still follows the same old traditional teaching methodology like grammar translation method while the private sector is trying to utilize modern teaching methodologies for enhancing confidence in spoken English but the private sector also needs a lot of effort. This study has tried to find out various factors which make students anxious when they speak in English language and to develop a model based on interactive activities to be incorporated in the curriculum of the institute where this research study took place.

https://doi.org/10.31580/apss.v4i3.567
PDF

References

Ahmed, N., Pathan, Z. H., & Khan, F. S. (2017). Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7(2), 99.
Allwright, R. L. (1984). The importance of interaction in classroom language learning. Applied linguistics, 5(2), 156-171.
Angelo, T., Cross, K. P., Morrison-Shetlar, A., Marwitz, M., Silberman, M., VanGundy, A., & Watkins, R. (1993). Interactive Techniques.
Bhatti, N., & Memon, S. (2016). Investigating the Perceptions of Pakistani English Language Learners on Language Learning Anxiety in EFL Classroom. Advances in Language and Literary Studies, 7(5), 23-34.
Cunliffe, S. V. (1976). Interaction. Journal of the Royal Statistical Society. Series A (General), 139(1), 1-19.
Creative Commons License

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