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• W4295224617 abstract "There is a belief that one of the causes of English as a second language ( ESL ) speaking anxiety is having a fixed mindset, which is the students’ belief in their inability to improve. This study determined the relationship between fixed mindset and ESL speaking anxiety among secondary school Malay students. A questionnaire containing Dweck Mindset Instrument ( DMI ) and Personal Report of Public Speaking Anxiety ( PRPSA ) scale was used as instrument. Findings show that the participants have a very high levels of speaking anxiety and low levels of fixed mindset, and there is a significant weak negative relationship between their levels of speaking anxiety and fixed mindset. In conclusion, the participants believe that their low level of fixed mindset have a weak relationship with their very high level of speaking anxiety. The findings have some practical implications. Teachers should incorporate some strategies and approaches that would provide safe space for the students to practice their speaking skills and would lower down their speaking anxiety, such as letting them know that making mistakes in speaking is acceptable and part of the learning process, reward the process of speaking instead of the outcome of speaking, provide feedback on students’ speaking progress, and encourage the students to get out of their comfort zones and taking more risk. Key Words: Fixed mindset; Language anxiety; Speaking anxiety; Malay students; Secondary school; English as a second language Terdapat kepercayaan bahawa salah satu punca kebimbangan bertutur dalam Bahasa Inggeris sebagai bahasa kedua ( ESL ) adalah mempunyai pemikiran yang tetap, iaitu kepercayaan pelajar terhadap ketidakupayaan mereka untuk bertambah baik. Kajian ini menentukan hubungan antara pemikiran tetap dengan kebimbangan bertutur dalam ESL dalam kalangan pelajar Melayu sekolah menengah. Soal selidik yang mengandungi Dweck Mindset Instrument ( DMI ) dan skala Personal Report of Public Speaking Anxiety ( PRPSA ) digunakan sebagai instrumen. Dapatan kajian menunjukkan bahawa peserta kajian mempunyai tahap kebimbangan bertutur yang sangat tinggi dan tahap pemikiran tetap yang rendah, dan terdapat hubungan signifikan negatif yang lemah antara tahap kebimbangan bertutur dan pemikiran tetap. Kesimpulannya, peserta percaya bahawa tahap pemikiran tetap mereka yang rendah mempunyai hubungan yang lemah dengan tahap kebimbangan bertutur mereka yang sangat tinggi. Penemuan ini mempunyai beberapa implikasi praktikal. Guru harus menggabungkan beberapa strategi dan pendekatan yang akan menyediakan ruang selamat kepada pelajar untuk mempraktikkan kemahiran bertutur mereka dan akan mengurangkan kebimbangan bertutur mereka, seperti memberitahu mereka bahawa membuat kesilapan dalam bertutur adalah boleh diterima dan sebahagian daripada proses pembelajaran, memberi ganjaran kepada proses bertutur dan bukannya hasil bertutur, berikan maklum balas tentang kemajuan pengucapan pelajar, dan galakkan pelajar keluar dari zon selesa mereka dan mengambil lebih banyak risiko. Key Words: Pemikiran tetap; Kebimbangan bahasa; Kebimbangan bertutur; pelajar Melayu; Sekolah Menengah; Bahasa Inggeris sebagai bahasa kedua" @default.
• W4295224617 created "2022-09-12" @default.
• W4295224617 date "2021-11-01" @default.
• W4295224617 modified "2023-09-27" @default.
• W4295224617 title "The Relationship between Fixed Mindset and English as a Second Language (ESL) Speaking Anxiety among Secondary School Students (Hubungan Pemikiran Tetap dan Kebimbangan Bertutur dalam Bahasa Inggeris sebagai Bahasa Kedua (ESL) dalam Kalangan Pelajar Sekolah Menengah)" @default.
• W4295224617 doi "https://doi.org/10.17576/jpen-2021-46.02-05" @default.
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