Anxiety in Oral Presentations among ESL Student / Nurul Amilin Razawi, Luqmanul Hakim Zulkornain and Razifa Mohd Razlan

This study examines the possible causes of anxiety in oral presentations among students who are currently taking English subjects in UiTM Dungun Campus. Communication apprehension especially in doing oral presentations is inevitable among ESL (English as A Second Language) students. This natural phenomenon occurs due to several factors by taking diverse students’ backgrounds into account. However, there are also other factors that may contribute to the students’ anxiety. The respondents were invited to answer a set of questionnaires using Google Forms ™. The questionnaire was adapted and modified from Al-Nouh (2015). A few alterations were made to the questionnaire so as to fit the respondents’ perceptions. From the survey, several factors of anxiety in oral presentations were perceived; language ability, personality traits, preparation and audience interest. Overall, the findings showed that all these four factors did affect the students’ oral presentations. Several implications of the findings were discussed which include setting a friendly and stimulating class environment to cater to the different students’ learning needs, sharing the scoring rubrics for students’ preparation beforehand, encouraging positive attitude among the audience members and emphasizing fluency more than accuracy while using English. It is hoped that the ideas and suggestions discussed will provide the lecturers with basic guidelines of how to improve the students’ command of English language through oral presentation assessments and help the students to work their way out of anxiety

Exploring Artificial Intelligence using Automated Writing Evaluation for Writing Skills

This study aims to investigate the effectiveness of AI software which is Automated Writing Evaluation (AWE) in detecting grammatical errors in improving writing skills among Malaysian public university students and examine their perceptions of AI software in improving writing skills. The findings of this study show the positive perceptions of students towards the implementation of AWE. The study provided implications for the effective use of AI software (AWE) in ESL writing classrooms. Finally, future researchers are expected to conduct research on a similar topic to enhance the impact and significance of this study. Keywords: Technology application, Artificial Intelligence, writing skills, automated writing evaluation eISSN: 2398-4287© 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DO