English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals, 2023
The aim of this study was to examine the English language learning motivation of Pakistani studen... more The aim of this study was to examine the English language learning motivation of Pakistani students by viewing ethnicity, gender, and culture because Pakistan is multiethnic and cultural country with wide dimensions. The study was examined with reference to UN directed 17 sustainable development goals, with special reference to Goal No 4 related to education. A sample of 602 participants from 39 Pakistani public and private sectors' universities was taken as participants of this research. The research was done by adapting a questionnaire as a research tool, and L2 motivational selfsystem was taken as a theoretical framework. The collected data via questionnaire response was statistically analyzed by using SPSS 26 software. The results indicated that in Pakistan, all four types of internal motivational structure, i.e., immediate achievement, learning situation, intrinsic interest, and personal development, existed in students of English as second Language learners' motivation. The highest value among the four factors of motivation was 2.57 in personal development factor, and the lowest mean value was in learning situations. There is no significant statistical variation among gender in all four types of motivational structures. In English learning motivation, urban students were comparatively higher motivated in all motivational internal factors. Furthermore, only Pathan and Kashmiri students had a significant variation, and the motivation of Pathan ethnicity was higher than Kashmiri in all motivational aspects. This research would be a useful insight for English teachers and students in an intracultural environment infused with ethnicity and multi-gender student population. Contribution/ Originality: This study evaluated ESL learners' motivations across gender, ethnicity and culture in the perspectives of UN directed sustainable developmental goals (SDG) and adopted by public and private sectors' universities. It is precious addition in the existing body of literature because such kind of unique research is not done previously in Pakistan.
European Online Journal of Natural and Social Sciences, 2019
The study investigates the errors among online learners and their probable causes in the Moderate... more The study investigates the errors among online learners and their probable causes in the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The main objective of the MDB is to invite comments from students on a given topic; students place their comments within a given time limit and get graded accordingly. Misspelling is a natural and common phenomenon among the second language (L2) learners. However, due to the availability of spell check software options, misspellings should get minimized in online discussions. For the present study, the spelling mistakes committed by the graduate students of Business English (ENG201) course were analyzed. The findings demonstrated many types of spelling mistakes including inconsistent rules, ambiguous words, vowel substitutions, consonant substitutions, space inaccuracy, inflectional endings, double consonants, consonant omissions, vowel omissions, tense mistakes and letter reversals. Some of the causes explored were quick ...
European Online Journal of Natural and Social Sciences, 2020
The learners of English language frequently convey the feeling of anxiety, nervousness and edgine... more The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood, the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates. The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students’ three demographic variables have been used to investigate the English language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or SL, namely communication apprehension (CA), fear of negative evaluation (FNA) and general feeling of...
Speaking is an essential and fundamental aspect of human Language. By acquiring and learning lang... more Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university...
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviati...
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.
Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners, 2021
Speaking is an essential and fundamental aspect of human Language. By acquiring and learning lang... more Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-today life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students' own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors' remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.
This paper aims to investigate and understand the causes of instructional "hiccups" of English la... more This paper aims to investigate and understand the causes of instructional "hiccups" of English language teachers at private schools in Pakistan. Questionnaire is the main tool for data collection among English language teachers who were teaching at secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at elementary level were facing teaching difficulties while teaching English textbooks courses.
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.
An Investigation of Xenoglossophobia among Chinese Postgraduates, 2020
The learners of English language frequently convey the feeling of anxiety, nervousness and edgine... more The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood , the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates. The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students' three demographic variables have been used to investigate the Eng-lish language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or S L , namely communication apprehension (CA), fear of negative evaluation (FNA) and general feeling of anxiety (GFA) derived from Foreign Language Classroom Anxiety scale (FLCAS) devised by Horwitz were also a part of this investigation which was modified to English Language Anxiety Scale (ELAS) as the focal point of this investigation is on L2 or EL. The quantitative research technique was employed for collecting data from 116 Chinese postgraduates majoring in English, both male and female whose ages vary from 20 to 26. The results obtained were analyzed utilizing diverse statistical analysis i.e. Pearson correlation , descriptive statistics, and Multiple Regression. The findings revealed that Chinese learners of English majors experience moderate level of anxiety and no significant correlation was found between English language anxiety and demographic factors. Eventually, Chinese postgraduates were found experiencing mainly "GFA" through Multiple Regression analysis in English as a foreign language.
English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals, 2023
The aim of this study was to examine the English language learning motivation of Pakistani studen... more The aim of this study was to examine the English language learning motivation of Pakistani students by viewing ethnicity, gender, and culture because Pakistan is multiethnic and cultural country with wide dimensions. The study was examined with reference to UN directed 17 sustainable development goals, with special reference to Goal No 4 related to education. A sample of 602 participants from 39 Pakistani public and private sectors' universities was taken as participants of this research. The research was done by adapting a questionnaire as a research tool, and L2 motivational selfsystem was taken as a theoretical framework. The collected data via questionnaire response was statistically analyzed by using SPSS 26 software. The results indicated that in Pakistan, all four types of internal motivational structure, i.e., immediate achievement, learning situation, intrinsic interest, and personal development, existed in students of English as second Language learners' motivation. The highest value among the four factors of motivation was 2.57 in personal development factor, and the lowest mean value was in learning situations. There is no significant statistical variation among gender in all four types of motivational structures. In English learning motivation, urban students were comparatively higher motivated in all motivational internal factors. Furthermore, only Pathan and Kashmiri students had a significant variation, and the motivation of Pathan ethnicity was higher than Kashmiri in all motivational aspects. This research would be a useful insight for English teachers and students in an intracultural environment infused with ethnicity and multi-gender student population. Contribution/ Originality: This study evaluated ESL learners' motivations across gender, ethnicity and culture in the perspectives of UN directed sustainable developmental goals (SDG) and adopted by public and private sectors' universities. It is precious addition in the existing body of literature because such kind of unique research is not done previously in Pakistan.
European Online Journal of Natural and Social Sciences, 2019
The study investigates the errors among online learners and their probable causes in the Moderate... more The study investigates the errors among online learners and their probable causes in the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The main objective of the MDB is to invite comments from students on a given topic; students place their comments within a given time limit and get graded accordingly. Misspelling is a natural and common phenomenon among the second language (L2) learners. However, due to the availability of spell check software options, misspellings should get minimized in online discussions. For the present study, the spelling mistakes committed by the graduate students of Business English (ENG201) course were analyzed. The findings demonstrated many types of spelling mistakes including inconsistent rules, ambiguous words, vowel substitutions, consonant substitutions, space inaccuracy, inflectional endings, double consonants, consonant omissions, vowel omissions, tense mistakes and letter reversals. Some of the causes explored were quick ...
European Online Journal of Natural and Social Sciences, 2020
The learners of English language frequently convey the feeling of anxiety, nervousness and edgine... more The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood, the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates. The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students’ three demographic variables have been used to investigate the English language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or SL, namely communication apprehension (CA), fear of negative evaluation (FNA) and general feeling of...
Speaking is an essential and fundamental aspect of human Language. By acquiring and learning lang... more Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university...
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviati...
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.
Detecting Perceived Barriers in FLSA: The Socio-Psycholinguistic Study of EFL University Learners, 2021
Speaking is an essential and fundamental aspect of human Language. By acquiring and learning lang... more Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-today life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students' own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors' remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.
This paper aims to investigate and understand the causes of instructional "hiccups" of English la... more This paper aims to investigate and understand the causes of instructional "hiccups" of English language teachers at private schools in Pakistan. Questionnaire is the main tool for data collection among English language teachers who were teaching at secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at elementary level were facing teaching difficulties while teaching English textbooks courses.
The current research study aims at inspecting various levels of apprehension and anxiety faced by... more The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities. The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level. The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.
An Investigation of Xenoglossophobia among Chinese Postgraduates, 2020
The learners of English language frequently convey the feeling of anxiety, nervousness and edgine... more The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood , the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates. The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students' three demographic variables have been used to investigate the Eng-lish language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or S L , namely communication apprehension (CA), fear of negative evaluation (FNA) and general feeling of anxiety (GFA) derived from Foreign Language Classroom Anxiety scale (FLCAS) devised by Horwitz were also a part of this investigation which was modified to English Language Anxiety Scale (ELAS) as the focal point of this investigation is on L2 or EL. The quantitative research technique was employed for collecting data from 116 Chinese postgraduates majoring in English, both male and female whose ages vary from 20 to 26. The results obtained were analyzed utilizing diverse statistical analysis i.e. Pearson correlation , descriptive statistics, and Multiple Regression. The findings revealed that Chinese learners of English majors experience moderate level of anxiety and no significant correlation was found between English language anxiety and demographic factors. Eventually, Chinese postgraduates were found experiencing mainly "GFA" through Multiple Regression analysis in English as a foreign language.
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Papers by Sameena Malik
postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this
research was the university postgraduates from a Chinese university in Wuhan, and a public sector
university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male
=28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in
Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the
postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a
survey model, a theoretical framework for collecting data from both universities. The Statistical Package
of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used
to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides
it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed
any difference in the target language anxiety level. The results revealed that Chinese postgraduates face
more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language
anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors
and students can pave the way in tackling anxiety among university postgraduates.
postgraduates in Pakistan and China when learning a foreign language (FL). The target population of this
research was the university postgraduates from a Chinese university in Wuhan, and a public sector
university in Lahore, Pakistan. The sample of this study was 206 postgraduates, out of which 106 (male
=28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in
Lahore. The sample was selected randomly and aged (21-30), and all participants belonged to the
postgraduate level. Horwitz’s foreign language classroom anxiety scale (known as FLCAS) was used as a
survey model, a theoretical framework for collecting data from both universities. The Statistical Package
of a Social Sciences (SPSS version23) was used to get quantitative results. Descriptive statistics were used
to investigate the anxiety level. Mean score and standard deviation were computed of both groups, besides
it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed
any difference in the target language anxiety level. The results revealed that Chinese postgraduates face
more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language
anxiety levels of both groups. Based on the results, it can be implicated that combined efforts of mentors
and students can pave the way in tackling anxiety among university postgraduates.