Influence of Socio-Economic Status on English Speaking and Writing Anxiety: A Comprehensive Literature Review

Abstract

Anxiety is an emotion, which is characterized by Intense, excessive and persistent worry and fear about everyday situations. Anxiety is an important variable directly related to success in language learning. Many second language students experience a certain level of language anxiety that emerges from being involved with L2. Such feelings are challenging because they negatively affect learners’ engagement and involvement in language learning. There are many factors that create English learning anxiety among students and socio-economic-status is one of these factors that contributes to learners' ELA in classrooms. The aim of this study is to explore the impact of SES on English language learners' speaking and writing anxiety. This study used comprehensive literature review method to explore the influence of SES on English speaking and writing anxiety among the students. The findings of most of the researches included in this review indicate that English speaking and writing anxiety is significantly influenced by the socio-economic status of the students. Students who belong to high SES show less level of anxiety while speaking and Writing English because they have better access to quality educational resources and increased parental involvement. On the other hand, students who belong to lower SES experience high level of English speaking and writing anxiety because they have attended less privileged schools and received less familial attention. These factors shatter the confidence level of students and proficiency in English, further increasing their English speaking and writing anxiety. Featured programs and policies targeted at enhancing the educational resources and parental involvement are needed to address these disparities so that support can be provided to the students who belong to lower SES backgrounds.