Anxiety Experienced by Students with Learning Disability in English Speaking Classroom

Kayal Vizhi Pa and Maya Rathnasabapathy

World Journal of English Language, 2024, vol. 14, issue 1, 461

Abstract: This study sought to explore the anxiety experienced by students with learning disability in English speaking classroom. For this study 33 students with English language learning disability were selected from Chennai special school. Both qualitative and quantitative analysis methods were used to assess the level of anxiety experienced by learners with learning disability in English class. The study’s results show that learners with English language learning disability experienced an extreme level of anxiety. In addition, the findings show that there is no significant difference between male and female learners with language learning disability in terms of speaking anxiety.  Besides, the findings show that there is no significant difference between urban and rural students with language learning disability in terms of speaking anxiety. Furthermore, the findings show that fear of making mistake, lack of confidence, lack of vocabulary, lack of grammar knowledge, lack of fluency and incorrect pronunciation are the major sources of speaking anxiety for learners with language learning disability. The study addresses the sources and level of anxiety that students with learning disability have while communicating in English classroom.

Date: 2024
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