data Analysis.docx
- 1. 3.5 Data analysis: The data analyzed were collected from 103 participants, the English department students in the northern borders University including both the male and female campuses. According to the values in table 1, the students in the English department in the NBU felt embarrassed and anxious with their low grasp of English, or when believing their classmates to be better at English than them. The student also showed a high level of anxiety when making pronunciation mistakes, whether they were aware of the mistake made or not. Table 1. Communication apprehension Frequencies items Strongly agree Agree Neutral Disagree Strongly disagree During COVID-19 quarantine, I felt embarrassed because I am not good at English. 20.6% 21 30.4% 31 23.5% 24 11.8% 12 13.7% 14 During COVID-19 quarantine, I felt nervous when I think that I am not good at English. 20.6% 21 32.4% 33 26.5% 27 10.8% 11 9.8% 10 During COVID-19 quarantine, I keep thinking that the other students are better at English than me. 19.6% 20 26.5% 27 22.5% 23 18.6% 19 12.7% 13 During COVID-19 quarantine, Pronunciation mistakes while I am speaking made me nervous. 14.7% 15 34.3% 35 29.4% 30 10.8% 11 10.8% 11 During COVID-19 quarantine, Making mistakes while I am speaking made me feel embarrassed. 14.7% 15 32.4% 33 31.4% 32 11.8% 12 9.8% 10
- 2. The values in Table 2 shows that the student within the English department in the NBU do feel nervous when being called to answer a question while their classmates are present. The participants stood neutral on whether classmates' negative comments caused an anxiety increase, the reason could also mean the irrelevance of other students' opinions on their language proficiency level, which is backed up by increased anxiety levels when the comments are given by the professors instead of other students. The participants had a higher level of anxiety when talking in English in front of other students, but felt normal when speaking in front of their professor. Table 2. Negative evaluation Frequencies items Strongly agree Agree Neutral Disagree Strongly disagree During COVID-19 quarantine, I felt nervous when I'm called to answer a question in English with many students in class. 14.7% 15 30.4% 31 24.5% 25 15.7% 16 14.7% 15 During COVID-19 quarantine, my classmates negative comments about my English language performance made me nervous. 15.7% 16 25.5% 26 30.4% 31 11.8% 12 16.7% 17 During COVID-19 quarantine, my professors negative comments about my English language performance made me nervous. 11.8% 12 36.3% 37 23.5% 24 14.7% 15 13.7% 14 During COVID-19 quarantine, I felt nervous when speaking in English in front of other students. 17.6% 18 30.4% 31 24.5% 25 11.8% 12 15.7% 16 During COVID-19 quarantine, I felt nervous 23.5% 21.6% 24.5% 16.7% 13.7%
- 3. when speaking in English in front of my professor. 24 22 25 17 14 The results in table 3 revealed that student had a neutral attitude when it comes to their test fear, indicating that some courses entice or ease test anxiety more than the others, but the majority showed a distaste to getting a low mark in any test generally. We came across An equal amount of answers on the question whether writing in English increased the student anxiety or not, between students who affirmed their anxiety, and those who stood neutral, the reason for those who felt anxious about writing could be the pressure on them because of the writing task, where the student again stood equally divided between who agreed to the statement and those who stood neutral, and whether they possessed the required amount of preparation to write the task. the reason behind the neutrality could be that the level of anxiety when it comes to writing is connected with whether the student is prepared to write it or not. Now to the highest score in the questionnaire when 39% present of the student agreed that they felt anxious not know the right overall structure of the text to use, i.e. narrative or argumentative etc. indicating that the student either lacked the skill to distinguish between them or it not being Clarified by the professor. The student showed a low level of anxiety when it comes to recognize the tasks topics and didn’t believe it to be difficult to understand, but they showed a high level of anxiety when understanding the
- 4. included instructions. Lastly, the student agreed to being anxious when not getting enough help or directions from their professors. Table 3. Test fear Frequencies items Strongly agree Agree Neutral Disagree Strongly disagree During COVID-19 quarantine, I am usually at ease during tests in my English included courses. 19.6% 20 25.5% 26 36.3% 37 11.8% 12 6.9% 7 During COVID-19 quarantine, I worry about the consequences of failing my English included courses. 17.6% 18 28.4% 29 32.4% 33 16.7% 17 4.9% 5 During COVID-19 quarantine, Oral English tests made me nervous. 18.9% 19 22.5% 23 34.3% 35 12.7% 13 11.8% 12 During COVID-19 quarantine, writing in English made me nervous. 18.6% 19 26.5% 27 26.5% 27 13.7% 14 14.7% 15 During COVID-19 quarantine, I was nervous about getting a low mark. 20.6% 21 31.4% 32 25.5% 26 11.8% 12 10.8% 11 During COVID-19 quarantine, I was anxious because I did not feel well prepared to write that composition. 18.6% 19 33.3% 34 23.5% 24 15.7% 16 8.8% 9 During COVID-19 quarantine, I didn't worry about the amount of correction I might get from the teacher. 18.6% 19 28.4% 29 30.4% 31 10.8% 11 11.8% 12 During COVID-19 quarantine, I was stressed because doing well on a writing task was important. 21.6% 22 34.3% 35 22.5% 23 15.7% 16 5.6% 6 During COVID-19 quarantine, I worried that my knowledge of the English language was not 17.6% 18 32.4% 33 28.4% 29 10.8% 11 10.8% 11
- 5. enough for the task. During COVID-19 quarantine, I was nervous that I might not know the right overall structure of the text to use, i.e. narrative or argumentative etc. 18.6% 19 39.2% 40 23.5% 24 12.7% 13 5.9% 6 During COVID-19 quarantine, I was nervous because I did not feel I had the necessary planning and revising skills. 12.7% 13 36.3% 37 28.4% 29 12.7% 13 9.8% 10 During COVID-19 quarantine, I worried about not understanding the feedback I might get from the professor. 12.7% 13 26.5% 27 29.4% 30 17.6% 18 13.7% 14 During COVID-19 quarantine, I was not afraid that a topic was too hard for me. 19.6% 20 33.3% 34 29.4% 30 11.8% 12 5.9% 6 During COVID-19 quarantine, I worried that I might not have understood the task instructions properly. 13.7% 14 33.3% 34 30.4% 31 10.8% 11 11.8% 12 During COVID-19 quarantine, I was not upset by the difficulty of writing a composition. 22.5% 23 23.5% 24 31.4% 32 15.7% 16 6.9% 7 During COVID-19 quarantine, I was not stressed by time pressure when writing a composition. 18.6% 19 29.4% 30 29.4% 30 13.7% 14 8.8% 9 During COVID-19 quarantine, I was not concerned about the other students doing better than me on that composition. 18.6% 19 21.6% 22 34.3% 35 14.7% 15 10.8% 11 During COVID-19 quarantine, I was worried because I could not get enough help from the teacher or dictionaries etc. while doing a writing task 21.6% 22 28.4% 29 27.5% 28 13.7% 14 8.8% 9
- 6. Table 4. 2. Students background 4. 2. 1. Student Level: Level 2-3 Level 4-5 Level 6-7 Level 8 21.8% 22 25.7% 26 31.7% 32 20.8% 21 4. 2. 2. Gender: Female Male 62.4% 63 37.6% 38 In table 1, female students had higher levels of communication anxiety during the COVID-19 pandemic than male students. Table 1. Communication apprehension items female male During COVID-19 quarantine, I felt embarrassed because I am not good at English. agree 38.1% 24 Neutral 25.6% 10 During COVID-19 quarantine, I felt nervous when I think that I am not good at English. Agree 34.9% 22 Agree=neutral 28.2% 11 During COVID-19 quarantine, I keep thinking Agree Agree=neutral
- 7. In table 2, the female students also had higher levels of negative evaluation anxiety during the COVID-19 pandemic than male students, primarily when speaking in English and opening the mice. that the other students are better at English than me. 28.6% 18 23.1% 9 During COVID-19 quarantine, Pronunciation mistakes while I am speaking made me nervous. Agree 39.7% 25 Neutral 38.5% 15 During COVID-19 quarantine, Making mistakes while I am speaking made me feel embarrassed. Agree 38.1% 24 Neutral 38.5% 15 Table 2. Negative evaluation items female male During COVID-19 quarantine, I felt nervous when I'm called to answer a question in English with many students in class. Agree 28.6% 18 Agree 33.3% 13 During COVID-19 quarantine, my classmates negative comments about my English language performance made me nervous. Neutral 30.2% 19 Neutral 30.8% 12 During COVID-19 quarantine, my professors negative comments about my English language performance made me nervous. Agree 42.9% 27 Neutral 38.5% 15 During COVID-19 quarantine, I felt nervous Agree Agree=neutral
- 8. In table 3, the female students too had higher levels of test anxiety during the COVID-19 pandemic than male students, especially concerning writing tasks. However, male students had higher levels of anxiety when it comes getting nervous due to not knowing the right overall structure to utilize in the written task. Table 3. Test fear items female male During COVID-19 quarantine, I am usually at ease during tests in my English included courses. Neutral 32.4% 20 Neutral 43.6% 17 During COVID-19 quarantine, I worry about the consequences of failing my English included courses. Agree=neutral 30.2% 19 Neutral 35.9% 14 During COVID-19 quarantine, Oral English tests made me nervous. Neutral 30.2% 19 Neutral 41.0% 16 During COVID-19 quarantine, writing in English made me nervous. Agree 27.0% Neutral 28.2% when speaking in English in front of other students. 33.3% 21 25.6% 10 During COVID-19 quarantine, I felt nervous when speaking in English in front of my professor. Strongly agree 27.0% 17 Neutral 30.8% 12
- 9. 17 11 During COVID-19 quarantine, I was nervous about getting a low mark. Agree 38.1% 24 Neutral 30.8% 12 During COVID-19 quarantine, I was anxious because I did not feel well prepared to write that composition. Agree 36.5% 23 Neutral 30.8% 12 During COVID-19 quarantine, I didn't worry about the amount of correction I might get from the teacher. Agree=neutral 30.2% 19 Neutral 30.8% 12 During COVID-19 quarantine, I was stressed because doing well on a writing task was important. Agree 42.9% 27 Neutral 38.5% 15 During COVID-19 quarantine, I worried that my knowledge of the English language was not enough for the task. Agree 33.3% 21 Agree 30.8% 12 During COVID-19 quarantine, I was nervous that I might not know the right overall structure of the text to use, i.e. narrative or argumentative etc. Agree 38.1% 24 Agree 41.0% 16 During COVID-19 quarantine, I was nervous because I did not feel I had the necessary planning and revising skills. Agree 39.7% 25 Agree 30.8% 12 During COVID-19 quarantine, I worried about not understanding the feedback I might get from the professor. Neutral 30.2% 19 Neutral 28.2% 11 During COVID-19 quarantine, I was not afraid that a topic was too hard for me. Agree 36.5% Neutral 33.3%
- 10. 23 13 During COVID-19 quarantine, I worried that I might not have understood the task instructions properly. Agree 38.1% 24 Neutral 33.3% 13 During COVID-19 quarantine, I was not upset by the difficulty of writing a composition. Neutral 28.6% 18 Neutral 35.9% 14 During COVID-19 quarantine, I was not stressed by time pressure when writing a composition. Agree 30.2% 19 Agree 33.3% 13 During COVID-19 quarantine, I was not concerned about the other students doing better than me on that composition. Neutral 34.9% 22 Neutral 33.3% 13 During COVID-19 quarantine, I was worried because I could not get enough help from the teacher or dictionaries etc. while doing a writing task Agree 30.2% 19 Agree=neutral 25.6% 10 I enrolled in the English department ...... COVID-19 pandemic. After Before male 55.3% 21 44.7% 17 I enrolled in the English department ...... COVID-19 pandemic. After Before
- 11. Female 50.8% 32 49.2% 31 4. 2. 3. I enrolled in the English department ...... COVID-19 pandemic. After Before 52.5% 53 47.5% 48 Students who enrolled in the English department at northern borders University after the beginning of the COVID-19 pandemic exhibited higher levels of anxiety than students who enrolled before the pandemic started. Table 1. Communication apprehension items after before During COVID-19 quarantine, I felt embarrassed because I am not good at English. Agree 39.6% 21 Strongly disagree =neutral 22.4% 11 During COVID-19 quarantine, I felt nervous when I think that I am not good at English. Agree 39.6% 21 Neutral 28.6% 14
- 12. During COVID-19 quarantine, I keep thinking that the other students are better at English than me. Agree 32.1% 17 Disagree 28.6% 14 During COVID-19 quarantine, Pronunciation mistakes while I am speaking made me nervous. Agree 34.0% 18 Agree 34.7% 17 During COVID-19 quarantine, Making mistakes while I am speaking made me feel embarrassed. Agree 41.5% 22 Neutral 42.9% 21 Table 2. Negative evaluation items after before During COVID-19 quarantine, I felt nervous when I'm called to answer a question in English with many students in class. Agree 37.7% 20 Agree=neutral 22.4% 11 During COVID-19 quarantine, my classmates negative comments about my English language performance made me nervous. Agree 37.7% 20 Neutral 36.7% 18 During COVID-19 quarantine, my professors negative comments about my English language performance made me nervous. Agree 35.8% 19 Agree 36.7% 18 During COVID-19 quarantine, I felt nervous when speaking in English in front of other students. Agree 30.0% 18 Agree 26.5% 13
- 13. Table 3. Test fear items after before During COVID-19 quarantine, I am usually at ease during tests in my English included courses. Neutral 34.0% 18 Neutral 38.8% 19 During COVID-19 quarantine, I worry about the consequences of failing my English included courses. Agree 32.1% 17 Neutral 40.8% 20 During COVID-19 quarantine, Oral English tests made me nervous. Neutral 35.8% 19 Neutral 32.7% 16 During COVID-19 quarantine, writing in English made me nervous. Neutral 32.1% 17 Agree 26.5% 13 During COVID-19 quarantine, I was nervous about getting a low mark. Agree 37.7% 20 Agree=strongly agree 24.5% 12 During COVID-19 quarantine, I was anxious because I did not feel well prepared to write that composition. Agree 30.2% 16 Agree 36.7% 18 During COVID-19 quarantine, I felt nervous when speaking in English in front of my professor. Neutral 30.2% 16 Agree=strongly agree 22.4% 11
- 14. During COVID-19 quarantine, I didn't worry about the amount of correction I might get from the teacher. Neutral 34.0% 18 Agree 28.6% 14 During COVID-19 quarantine, I was stressed because doing well on a writing task was important. Agree 32.1% 17 Agree 36.7% 18 During COVID-19 quarantine, I worried that my knowledge of the English language was not enough for the task. Agree 34.0% 18 Agree=neutral 30.6% 15 During COVID-19 quarantine, I was nervous that I might not know the right overall structure of the text to use, i.e. narrative or argumentative etc. Agree 43.4% 23 Agree 34.7% 17 During COVID-19 quarantine, I was nervous because I did not feel I had the necessary planning and revising skills. Agree 41.5% 22 Agree 30.6% 15 During COVID-19 quarantine, I worried about not understanding the feedback I might get from the professor. Agree 32.1% 17 Neutral 32.7% 16 During COVID-19 quarantine, I was not afraid that a topic was too hard for me. Agree 35.8% 19 Agree=neutral 30.6% 15 During COVID-19 quarantine, I worried that I might not have understood the task instructions properly. Agree 35.8% 19 Neutral 34.7% 17 During COVID-19 quarantine, I was not upset by the difficulty of writing a composition. Strongly agree 30.2% 16 Neutral 34.7% 17
- 15. During COVID-19 quarantine, I was not stressed by time pressure when writing a composition. Agree 32.1% 17 Neutral 30.6% 15 During COVID-19 quarantine, I was not concerned about the other students doing better than me on that composition. Neutral 39.6% 21 Neutral 28.6% 14 During COVID-19 quarantine, I was worried because I could not get enough help from the teacher or dictionaries etc. while doing a writing task Neutral 34.0% 18 Agree 28.6% 14