A Study on the Correlation between Perceived Culturally Responsive Teaching Experience and English Language Anxiety Levels among University Students in Selected Public and Private Universities in Klang Valley, Malaysia

Abstract

The university classroom in Malaysia is increasingly multicultural and globalized. English is the language of instruction for most universities as well as an integral communication tool among university students. The English language hosts a few number of issues, including English language anxiety, which can negatively affect students’ English language performance. Culturally responsive teaching offers a potential solution to the problem as its dimensions can possibly interact with the anxiety in learning and using the English language. 120 undergraduates studying in two universities with a significant population of international students were administered a questionnaire measuring perceived culturally responsive teaching and English language anxiety. The result indicated no correlation between the two measured phenomena, necessitating a probe into either improving the definition of the variables or using a more suitable instrument to measure relevant experiences in regards to both variables.