This research was carried out to look into ELA among form 4 students in selected schools, and at the same time, this research is aimed to study the level of anxiety and to determine the types of anxiety in English learning. Understanding that English language learning takes place and starts at school also investigates whether school climate can be a new predictor of ELA. For this purpose, 80 students were selected in schools located in a neighborhood. The instrument was a questionnaire composed of English Language Classroom Anxiety Scale (ELCAS) adapted and School Climate English Language Anxiety (SCELA), which was developed in this research. SCELA had gone through validity and reliability, and it was considered to be a reliable questionnaire. The data was computed by using Multiple Regression in SPSS Version 22.0. The result proved that the students were having a high level of anxiety, and the most influencing types of anxiety are Communication Apprehension and Fear of Test Anxiety. These two types of anxiety proved the underlying reason for the high level of anxiety experienced by the students. As for the School Climate to be considered the new predictor for ELA, the result obtained in the research had unveiled that Academic Dimensions and Social Dimensions significantly influence ELA. In brief, these outcomes suggest that English teachers should create a motivating and encouraging classroom to engage the students attention in learning English. Teachers should be able to know the remedies to fight over the anxiety that constantly aroused in the English classroom successfully as to provide the needs for students in learning the English language.

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Elas, N. I., Majid, F. A., & Narasuman, S. (2020). Investigating school climate as a factor to English language anxiety in Malaysia. International Journal of Humanities, Arts and Social Sciences, 6(2), 96–103. doi: 10.20469/ijhss.6.20005-2