UNIVERSITI TEKNOLOGI MARA

FACULTY OF EDUCATION
MASTER OF EDUCATION IN TEACHING ENGLISH FOR SECOND LANGUAGE (TESL)
EDU770

Dear pre-school teacher,

I am Wan Nor Suriana bt Wan Zahari (UiTM Student ID No. 2012470082) from the
Faculty Of Education, UiTM, Shah Alam. Currently, I am pursuing a master degree program in
Master of Education in Teaching English for Second Language. As a requirement for my TSL
751 (Academic Project) paper. I am conducting a survey on Perception of Pre-school teachers
from Private Islamic Kindergartens in Shah Alam on students Language Anxiety and its effects
on Classroom Behaviour
Therefore, I need your sincere cooperation based on your current working position as preschool teacher to complete this questionnaire. Thank you for participating in my research. I
would appreciate if you could spend a few minutes of your time to complete my research. The
data collected from this survey will be used for academic and research purposes only. Your
participation is completely voluntary and information will be kept strictly confidential.

Your time and cooperation is much appreciated. Thank you very much.

Researcher,

.............................................
(Wan Nor Suriana bt Wan Zahari)

QUESTIONNAIRE

Section A
Demographic Data
Age: ______________________
Gender : ____________________
Race : _______________________
Teaching Experience : _____________________
From educational background (with qualification in Education) : Yes / No
Qualification: ___________________________

Please tick () in only one box for every statement given, according to your opinion.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Agree

Neutral

AgreeStrongly

A student can be said to have English language anxiety when s/he:

Disagree

DisagreeStrongly

Section B : Teachers understanding of language anxiety

gets upset when he or she does not understand my

instruction.
gets nervous when he or she has to speak up using English.
gets inquisitive in the classroom.
finds it difficult to listen attentively during story telling
session in the classroom.
cannot read in English smoothly
is excited about learning new words in English
is worried when his/her friends understand instruction well.
gets shaken up when presenting his/her work in front of the
class in English
put up hands to ask questions
gets hyperactive compared to his or her normal behaviour in
the classroom.
gets upset when English is used in other subjects other than
English
refuses to say a word when asked in English
is afraid to repeat after me in English
shed tears whenever I correct him or her
panics when suddenly his or her friend use English to
interact with him or her.

18
19
20

tends to be less cooperative in language games or language

activities.
displays lack of interest when learning language as compared
to learning other subjects.
Are there any other signs which indicate language anxiety among your students? Please list.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________

Section C: Factors that contribute to

Fear of being embarrassed in the classroom

Lack of language exposure outside of school

Afraid of being laughed at by others

Lack of encouragement given by teacher in the classroom

Unfamiliar, verbose words used

Teachers using ineffective method to teach English language

Lack of reading culture among students

AgreeStrongly

Agree

Neutral

Disagree

DisagreeStrongly

What are some possible reasons why students appear to be hesitant or reluctant and shy away from using
English in conversation with friends and teachers?

English language not being used at home

Perception that others (peers) are better in English

If you think there are other potential factors of language anxiety, please do list the answers
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________

End of questionnaire
Thank you for your cooperation

1.3

Research Objectives

Research objectives:
1.3.1 To find out pre-school teachers can recognize the characteristics of Language
Anxiety among pre-school students?

1.3.2 To investigate on pre-school teachers awareness of the potential factors of

Language Anxiety to pre-school students?

1.3.3 To investigate on pre-school teachers awareness of the possible effects of

Language Anxiety to pre-school students?

1.3.4 To find out whether pre-school teachers have taken action when they notice the
signs of Language Anxiety among pre-school students?

1.4

Research Questions

Research questions
1.3.1 Do pre-school teachers recognize the characteristics of Language Anxiety among
pre-school students?

1.3.2 Are pre-school teachers aware of the potential factors of Language Anxiety to preschool students?

1.3.3 Are pre-school teachers aware of the possible effects of Language Anxiety to preschool students?

1.3.4 Have pre-school teachers taken action when they notice the signs of Language
Anxiety among pre-school students?