Mediation Effects of Language Anxiety and Prior Learning Experience on Academic Speaking Challenges and Strategies among Libyan Students in Malaysian Universities
Bibliographic record
Abstract
This study examined the academic speaking challenges faced by Libyan students in Malaysian universities, explored the strategies they used to overcome these challenges, and investigated the influence of prior learning experience and language anxiety on their academic communication abroad. The research also highlighted the role of self-regulated learning in helping Libyan students tackle their academic challenges and implement effective communication strategies in their new international academic setting. The study employed an explanatory mixed-mode research design, involving a questionnaire with 223 respondents, interviews with 15 informants, and a focused group discussion. Field notes and member checks were used for validation. Correlational procedures, structural equation modeling (SEM), and bootstrapping resampling analyses were conducted to examine the relationships between variables, validate study models, and test research hypotheses. NVivo analysis was utilized to code and generate themes from interviews, focus group discussions, and field notes. Findings revealed that Libyan students in Malaysian universities displayed strong self-regulated learning characterized by positive motivation and self-awareness, enabling them to overcome communication challenges through the implementation of various strategies to achieve academic success. The study also demonstrated that language challenges, language anxiety, and prior experience influenced the adoption of academic speaking strategies. These results emphasize the need for stakeholders to address the negative prior experiences faced by Libyan international students and highlight the importance of further research on previous experiences and emotional factors to gain a deeper understanding of the learning experiences of international EFL students in higher education institutions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".