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Research Paper Review

Enter your name, the date, and for each question or statement, enter your response in the space provided below each one.

Your name: Michelle Hamilton Date: 4/20/17

1. APA Citation for research article – Enter citation below
Sinnasamy, J., & Abdul Karim, N. H. (2015). Academic related anxieties: A case study investigating the relationships
among library, communication and language anxieties among non-native speakers of English. Malaysian Journal
of Library & Information Science, 20(2), 1-12.
2. Link to research article – Enter article link below

3. Identify the research question, problem, or hypotheses. – Answer below

The three research questions for this study are:
1. To what extent do library, English language, and communication anxieties prevail among final year Malaysian
students in a public university?
2. Are there statistically significant relationships between the dimensions of library and communication anxieties?
3. Are there statistically significant relationships between the dimensions of library and English language anxieties?

4. Briefly describe the nature of the literature reviewed in the paper. – Answer below
Many studies claim that students experience fear and anxiety when interacting with libraries. Students are interested in
information gathering but they avoid the library due to their fear and anxiety. In fact, studies have found that non-English
speaking students feel anxiety based on different factors when compared to English speaking students. These include
language, computer and physical comfort, library procedures/policies, and feelings of inadequacy. The unfamiliarity of
the library environment and the language barrier are large contributors to the anxiety non-English speaking students feel.
Also, the levels of library anxiety are exacerbated by the non-English speaking students’ beliefs that English speaking
students’ information seeking skills are better than theirs which leads to feelings of inadequacy. Other studies have
supported these facts claiming that students’ fear of negative evaluation and self-perception of their skills in information
seeking or speaking ability can result in a high feeling of anxiety.

5. Describe the methods used to collect data and a description of the dataset. – Answer below
The sample consisted of 112 final year undergraduate students. Three surveys were translated into Malay language and
given to the participants of this study. These surveys are the Library Anxiety Scale (LAS), Foreign Language Classroom
Anxiety Scale (FLCAS), and Personal Report of Communication Apprehension (PRCA-24). Responses were five point
Likert statements: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Degree. The higher the score on these
surveys meant the higher the anxiety.

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6. Describe the methods used to analyze the data. – Answer below
Exploratory factor analysis and reliability tests were conducted on these surveys to analyze the results. The LAS yielded
27 items which were loaded on five dimensions and ended up explaining 56.8% of total variance. The FLCAS yielded 27
items loaded on three factors which made up 58.1% of variance. The PRCA yielded 23 items loaded on four factors
which explained 59.1% of variance. The Pearson Product Moment Correlation was used to identify the correlation value
among the dimensions of the three surveys.

7. Restate the main findings from the research. – Answer below

1. Results found that final year students only experience moderate level of all three academic anxieties. The overall
mean and standard deviation of library anxiety level was M=72.2 and SD=12.7. Also, the overall mean and
standard deviation of communication anxiety was M=59.7 and SD=11.4 and for language anxiety M=87.4 and
2. Results found that there are correlations between the dimensions of the three academic related anxieties. All
four dimensions of communication anxiety (Formal, Interpersonal Conversations, Group Discussions, and Public
Speaking) correlated with at least one of the library anxiety dimensions (Library Staff Barriers, Library Services
Barriers, Library Resources Barriers, Affective Barriers, and Internet Services Barriers). Formal correlated
significantly with barriers in library services and resources as well as affective speaking. Interpersonal
conversation correlated significantly with library staff barriers and affective communication. Group discussion
correlated significantly with barriers in library services, library sources, and internet services. Also, group
speaking had a significant correlation with library staff barriers and affective barriers.
3. This study discovered correlations among the dimensions of language and library anxiety. The three dimensions
of language anxiety (Speaking Anxiety, Classroom Anxiety, and Learner Anxiety) correlated with at least one of
the library anxiety dimensions. Speaking anxiety correlated significantly with library staff barriers and affective
barriers. Classroom anxiety correlated significantly with library services barriers while learner anxiety correlated
significantly with affective barriers. However, library resources barriers and internet services barriers did not
correlate with any of the dimensions of language anxiety.
8. List at least one specific question you have about the research. – Answer below
Can this study be applied to other cultures to help understand their academic related anxieties? Is this sample large
enough to be representative of the entire population of non-English speaking students?

9. Share your impressions on the value of that piece of research to the larger field – what value do you think this research brings? –
Answer below

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This research can be used to reevaluate the best use of library resources and procedures. Specifically, if programs should
be hosted by the library to make non-English speaking students comfortable with utilizing the library’s resources to meet
their information needs. This study also helps information professionals realize that the delivery mode of certain library
resources may have to be modified to make non-English speaking students more comfortable. Also, results from this
study help us realize that different cultures have different information seeking behaviors and different information needs.
By taking this information into account, librarians can create programs and take special care to make the library a
comfortable environment for these students.

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