Seminar Nasional Teknologi Komputer & Sains (SAINTEKS) ISBN: 978-602-52720-1-1 SAINTEKS 2019 January 2019 Page : 133 - 135 Isyati Suparman | https://seminar-id.com/semnas-sainteks2019.html P a g e | 133 Language Anxiety and the Interaction of Tuanku Syed Sirajuddin Polytechnic Students when Using Interactive Whiteboard Isyati Suparman, Rozalita Saupi * Jabatan Pengajian Am, Politeknik Tuanku Syed Sirajuddin, Perlis, Malaysia Email: is7872@yahoo.com, * crrozalita@gmail.com Abstract In a language learning classroom, interactions are crucial as language is learned and acquired through practice and without realizing that the person is learning. However, language anxiety has been proven to be one of the factors that have effect on students’ interaction. This study explores the effect of language anxiety on students of Politeknik Tuanku Syed Sirajuddin’s interaction when using the i nteractive whiteboard for their classroom activity. The aim of this study is to find out the relationship between students’ language anxiety and their interactions and if the use of an educational technology device, in this case, the interactive whiteboard, can help eliminate students’ language anxiety and thus enhance their interactions. However, this study had proven that the use of the interactive whiteboard does not eliminate students’ language anxiety and their level of interactions is still at low level. Keywords: Language Anxiety, Interactions, Interactive Whiteboard 1. INTRODUCTION Knowledge is developed through interactions which require two or more parties to take part and can be verbal as well as non- verbal [1]. With respect to this idea, a few learning approaches such as outcome-based education is used for language learning as a platform to promote interactions among students and enable them to practice communication skills [2]. Thus learning activities nowadays have mostly shifted from teacher-centered to learner-centered as it provides more opportunities for students to take part in their learning process. The employment of group work activities promotes students’ interactions wher e they would work together to complete a task [3], following a student-centered learning approach, and collaborate with their group members [4]. However, despite this learning approach and various teaching methods, teaching tools and encouragement from the lecturers to promote interactions among the students, there are still students who remain passive and do not interact with each other [5]. This scenario occurs in an ESL (English as Second Language) classroom as students need to interact in a language which is neither their National Language nor their mother tongue, i.e. English language [6]. While it is important in any language learning classroom to get the students to interact using the targeted language (L2) i.e. English language, students are reluctant to speak up, even when they are working in a small group of friends [6]. Thus, although collaborative learning is known for its features to promote interactions and enhance communication among students but the impact may differ from one student to another due to language anxiety and amount of interactions among them. Furthermore, in a language learning environment where there is a mixture of students proficiency level, it is difficult to get all of them to interact actively with each other due to their social and emotional aspects [7]. These two aspects have great impact on students’ interactions. Therefore, although in a setting where students are grouped into small groups working together to complete the task given to them, providing a platform for them to interact with each other, interactions may not effectively happen [3]. Subject to the two aspects mentioned above (social and emotional aspects), their anxiety towards the language is one important factor that hinders them from interacting with peers[8][9]. As suggested by Krashen, students’ second language learning and acquisition will be low if their language anxiety is high, and their language learning and acquisition will be high if the language anxiety is low, showing a negative relationship between language anxiety and interactions[10]. Furthermore, previous research has also found that speaking skill and listening skill are the two skills that are mostly affected by language anxiety as compared to reading and writing skills [11]. In order to enhance the effectiveness of this learning approach to promote students’ learning, the Malaysia Polytechnic Education Department therefore had equipped a few Malaysia Polytechnics with teaching tools such as the Interactive White Board (IWB); a tool which supports face-to-face collaborative learning in the classroom, the technology advancement which has brought new lights into education and has made learning more interesting, challenging and engaging [12]. In fact, technology-integrated-learning which supports face-to-face learning activities allows students to be creative, critical in thinking and improve social interaction as they are able to interact with other students [13]. Apart from that, it also provides opportunities and promotes externalization of ideas among students [14]. They are also more ready to watch and respond to presentation as the information and knowledge shared are prepared and presented by their own peers [12]. Therefore the use of Interactive Whiteboard (IWB) in the classroom is hoped to enhance interactions among the students as it is real-time internet accessible, allowing them to look for information and do research during their lesson and prepare for presentation, while at the same time providing a platform for them to interact with each other. 2. METHODOLOGY 2.1 Participants The participants of this study are students of Politeknik Tuanku Syed Sirajuddin, Perlis, Malaysia (PTSS) majoring in Electrical Engineering (Optoelectronic). A total of 38 students from semester 3 took part in this study. The small number of