Influence of academic self-handicapping on effective learning outcomes in English language classroom
Dr. Noora Abdul Kader
Academic self-handicapping, as the term indicates, is making ourselves handicapped in academic activities especially to protect our self-esteem. This is a very serious issue as far as English language education is concerned. Students and other stake holders of English language teaching should be aware about academic self-handicapping in English classroom so as to improve the acquisition of proper grammatical structures in the classroom for better communication. The investigator made an attempt to explore the reasons behind academic self-handicapping among students at secondary level using a questionnaire (ASHQ) and also to identify the major effects of academic self-handicapping from the perception of teachers using a structured interview. Purposive random sampling technique was used to select the sample of 60 secondary school students and 30 secondary school English language teachers. Data was collected through survey method. The results of the study revealed that nature of language, mind set, afraid of mistakes, self-esteem and negative attitude were the major reasons behind academic self-handicapping among students in the classroom. It was revealed from the perception of teachers that low achievement, low acquisition of skills, unable to construct grammatical structures and poor learning outcomes were the major effects of academic self-handicapping. Keeping in view that English is a skill subject and communication is the basic aspects of language, there is a great need to help the learners in removing their handicaps and use effective measures to protect their self-esteem in the classroom.