2.

0 LITERATURE REVIEW
2.1 Introduction
According to Zhiping and Shamala (2013), intelligences, language aptitudes and
learning styles are the main components in second language acquisition (SLA) research. The
most popular theory in SLA is affective filter hypothesis by Krashen (1985). There are three
variables in affective filter hypothesis which are motivation, confidence and anxiety (Zhiping
and Shamala, 2013). In Richards and Rodgers (2001), they stated that Krashen (1985) said
that the lower the affective filter, the students could comprehend better.
The students are considered to experience affective filter when they would not speak
in the second or foreign language, no confidence in target language culture and the
environment of using textbook also will affect students motivation (Yule. 1997). Hence,
according to Filza Waseem and Tahira Jibeen (2013), there are many researchers stated
learners who have high motivation and self confidence, have a good self-image and low level
of anxiety are more likely to succeed in SLA.
Ref:
Diao Zhiping (PhD student) Shamala Paramasivam (Corresponding Author), 2013
Filza Waseem and Tahira Jibeen (2013),
2.2 English as a Second Language (ESL)
English as a Second Language is very important in this era. This is because the
language is used widely in different fields. English is used widely in science and many
professions such as international business and diplomacy (Zhiping and Shamala, 2013; Yau-
hau, ). Other than that, it is also the official language for many professional organisations
internationally. In universities, English is also used as a medium of instructions and also for
assessment in class.
Students are required to master the English language for academic purposes both in
spoken and written. In this 21st century, English language is becoming very significant in
higher education. There are 600 million people are using English language as an international
language. With this kind of environment where English is used internationally, it has become
the globalisation agent and people around the world as part of the international business and
cultural society (Mei-Ling Lee, ).

2.3 Language Anxiety
According to Gardner and MacIntyre (1993), language anxiety is the nervousness that
faced by the students when they have to use the second or foreign language and they are not
proficient in that particular language. Horwitz et al. (1986) mentioned that self perceptions,
beliefs, feelings and behaviour that will affect the language learning process in the classroom.
In language anxiety research, there are two opinions. The first opinion is language anxiety
will lead the students to be tension, apprehensive, nervous and worried, (Arnold & Brown,
1999; Gardener & MacIntyre, 1993; Oxford, 1999) while the other opinion is language
anxiety will be the factor in enhancing students performance in learning second or foreign
language (Chastain, 1975; Scott, 1986; Steinberg, 1982). Freud (1924) mentioned that
anxiety means undesirable feeling felt by a person.
Language anxiety is a common situation for students to face in learning second language or
foreign language. According to Ardi Marwan (2007), in learning second or foreign language,
the anxiety level will increase and most of students who are learning second or foreign
language are experiencing the same thing (Worde, 1998). This is happening because students
do not have enough skills or not very proficient in that particular second or foreign language.
According to Liu and Jackson (2008), there are a relationship between language anxiety and
language proficiency. That is why, students who have low level of proficiency will be more
nervous compared to those who have at least basic of the language. Zhang (2011) stated that
it is challenging for students to speak in second or foreign language which will result them to
be silent in the class. However, according to Brown (2008), students who considered to have
good proficiency are also facing the same problem where they are also felt nervous when
they have to speak in second or foreign language. The factors that make students feel anxious
whenever they have to speak are low self-esteem, feeling of shame and inferiority. Other than
that, students tend to expect their performance to be perfect that will lead to unsatisfaction
(Gregersen and Horwitz, 2002). According to Zhiping and Shamala paramasivam (2013),
students who experience foreign and second language anxiety will affect their performance
and achievement.
Young (1991) mentioned that there are six factors that lead to language anxiety and it
involved the students, the teachers and the instructional practice. The six factors are (a)
personal and interpersonal anxiety, (b) learners belief about language learning, (c) instructors
belief about language teaching, (d) instructor learner interactions, (e) classroom procedures
and (f) language testing. According to Horwitz (1987), the factors that should be focus on are
the learners because they are the main character in the research and the objective in every
research is to change the learners perceptions and behaviour (Truitt, 1995). In cognitive and
education psychology, the beliefs of learners who experienced the anxiousness are very
important (Cheng, 2001) Other than that the other factors are communication apprehension,
negative evaluation and general feeling of anxiety (MacIntyre & Gardner, 1989; Papamiheil,
2002; Casado, 2004). According to Muhammad Javad Riasati (2011), the professionals in
language teaching said that existence of anxiety can give negative impact to the students
performance.
Whenever speaking in second or foreign language involved, the students will feel
anxious and this will make students not be able to express their ideas (Chan & Wu, 2004).
Language anxiety is the reason why students cannot perform well in speaking skills (Lim &
Mardziah Budin, 2014). The students will not enjoy learning second or foreign language
because of the existence of the anxiety (Worde, 1998, Gregersen, 2005) and it may lead to
less achieving in their performance (Muhammad Javad Riasati, 2011). In Kim (1998), the
study students felt more anxious in oral communication class compared to the traditional
class. In the classroom situation, teachers should take note on students level of anxiety
because teachers who the one that can help the students to be better in that particular
language. This acknowledgement will lead to better performance too (Muhammad Javad
Riasati, 2011). In order to reduce a little bit of anxiety level in learning second or foreign
language, the teachers should try to decrease the level of difficulty for each task. MacIntyre
(1995) stated that when the degree of difficulty is easy, the level of language anxiety can be
facilitated. Fang-peng and Dong (2010) suggested a few ways in order to make students
produce the language and they are, teachers have to ask student to listen to English language
and think in English language, to imitate the recordings, to correct their pronunciation and
teachers have to force students to speak in English in enhancing students motivation.


2.3 Speaking Anxiety
According to Lanerfeldt (1992), she described speaking anxiety as the impact towards
an individual where the individual could not speak and present what she or he should.
Speaking anxiety is one of social anxieties (Samuelsson, 2011). Cognitive-behaviourist
approach defines speaking anxiety as difficulty to speak in front of people such as preparing
speech, giving oral presentations and answering questions. Public speaking anxiety can be
considered as stage fright. It is happening when the individuals are experiencing arousal,
negative self-talk and behavioural reactions when they are presenting (Daly, McCroskey,
Ayres, Hopf, & Ayres, 1997). Based on Daly, Vangelisti, & Weber (1995) research, students
who have high levels of public speaking anxiety will not perform well during their oral
presentation and it will affect their performance and students will be disappointed (Menzel &
Carrell, 1994). According to Bodie (2010), students competencies in speaking skills are very
important and crucial in or out of the classroom because they have to use the skills when they
enters colleges and working field. Woodrow (2006) stated that students who are facing with
second language speaking anxiety, the environment will weaken and influence them to adapt
the target environment and to achieve their goals in second language acquisition (SLA). The
environment where the students feel anxious in learning second language especially in
speaking is a common thing. However, teachers seem not to notice this problem where they
are reluctant to speak and participate in the task because the lack of motivation and negative
thoughts. (Gregersen, 2003). According to Yau-hau (), public speaking anxiety is also
common thing faced by college students specifically and public generally. Students who feel
anxious to speak will avoid to produce the language and they will become more intense and
distress when they cannot avoid to participate. The students will try to imagine the real
situations beforehand when they have oral presentation. Although the students know that
their anxiety level is very high but they cannot control their anxiousness. There are some
arguments where the scholars said that public speaking anxiety affect students when they are
learning English language at higher rates (Alemi, Parisa, & Pashmforoosh, 2011).
There is also research indicated one factor that caused students public speaking
anxiety level increased is when they have to speak in front of public (Awan, Azher, Anwar,
& Naz, 2010). Awan et al. (2010) gave suggestions to teacher to design activities that can
help students in reducing their anxiety level. There are recent research where the researcher
suggested three techniques in reducing public speaking anxiety. The first one is systematic
desensitization. It involves relaxation, deep breathing, and visualization and this technique
can be done in groups or individual (Friedrich, Goss, Cunconan, & Lane, 1997). Second
technique is cognitive restructuring. The students have to make a list of their usual negative
talk and irrational beliefs. They also need to come up with coping statements for each
irrational belief and practice then until it becomes habit (Ayres, Hopf, & Peterson, 2000).
Latsbut not least, the third technique is skills training. It means students have to learn and
practice the techniques in imporving their speaking behaviours (Kelly, 1997). Skills training
can be improved by attending courses and students learn and practice the public speaking
skills. (Morgan & Schmidt, 2012). When students feel anxious, there are a few symptoms that
can be seen such as palpitations, sweating, gastrointestinal discomfort, diarrhea, muscle
tension, and confusion (North & Rives, 2001). Other than that, according to Lanerfeldt
(1992), the other symptoms that block a person to speak and present well sare irregular
heartbeat, perspiration, stumbling and an inability to act. According to Brown (1994), giving
speech is one of the situation or act where students public speaking anxiety level is
increasing.
According to Tobias (1979, 1980, 1986), anxiety is also affected by cognitive factors.
It can make the students have mental block. When students have mental block, they tend to
criticise their performance, be afraid of failures and worry over performance procedures.
There are many researchers said that students are facing traumatic experience when they are
in foreign language class because they have to speak in that language where they are not very
proficient (Beebe, 1983; Lucas, 1984; Horwitz et al., 1986; Liu, 1989; Phillips, 1992). Other
researchers also mentioned that lack of oral skills can be a factor to be threaten to speak in the
target language (Ely, 1986); MacIntyre & Gardner, 1989; Campbell, 1991; Price, 1991; Aida,
1994). Some students really want to learn to communicate and speak in English or foreign
language (Phillips, 1991), but their anxieties are weakening them (Occhipinti, 2009).
However, According to Occhipinti (2009), there are also students who have negative attitudes
towards speaking in second language. They exclude themselves from joining the
conversations and interactions activities. They are avoiding themselves to mingle with people
from different cultures because they do not share the same first language.
Based on MacIntyre and Gardner (1989) research, there are three types of language
anxiety which are communication apprehension, test-anxiety and fear of negative evaluation.
Communication apprehension may exist inside or outside the classroom, however, the types
of anxiety that faced by students in the classroom are scared of being negatively evaluated
and worried to make mistakes because they imagine that their friends will laugh at them
(Maclntyre and Gardner, 1991). In Liu (2007) study, she reported that Chinese students were
very anxious when they have to speak and present in front of the class. Other than that, there
was a study at UiTM Johor by Wan et al., (2010). They discovered that the students have
very high level of communication apprehension and they would prefer activity such as group
discussion to reduce their public speaking anxiety. Students who have faced failure when
they give oral presentations, the experience will be a reminder for them to not take the risk
and this will lead the students to be quiet. This is because they are scared of failing again in
next attempt. Speaking anxiety really gives students a negative impact because it creates low
self-esteem and students will not try to express their knowledge or thoughts where the
knowledge is very useful (Lanerfeldt, 1992). Lightbown and Spada (2003) said that speaking
anxiety happens when the students are facing special situation that makes them feel
distressing such as giving oral presentation to a large group of people.
Ref:
Iakovos Tsiplakides (Corresponding author)
Andrew Yau-hau Tse(year)
Mei-Ling Lee
Areti Keramida (2009)
Alessia Occhipinti
2009
Dr. Mosaddaq Yahya (2013)
Lejla Basic (2011)
Lejla Hadziosmanovic
2012






2.4 Confidence Level
2.5 Law Students