Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle

The online environment created strenuous and barriers for language learners in higher education. It essentially has an impact on the learning progress and achievements individually. The study’s purposes are to explore and establish the online language learners’ anxiety in Learning Management System (LMS) Moodle. The Explanatory mixed methods of linear temporal order were employed to the 221 participants or respondents from four higher education and university in the South Jakarta area. The questioner was adopted from the Foreign Language Virtual Classroom Anxiety Scale as FLVCAS, and the semi-structured interview was adjusted to identify a better perspective with openended questions. Data analysis of this study revealed that learning classification of the contradictions of language learning online progress, including interaction anxiety, agitation of dismissive communicative assessment, the examination of anxiety, and the Anxiety of English for Foreign Language purposes-lesson material. Meanwhile, feature LMS Moodle’s specifical anxiety determined learning content, general interface, progress tracking feature, quiz, and assignment feature. Although, there are much integrating technology and language pedagogy and internet-correlated anxieties studies. Educational performance’s online characteristics became dominant to English learning, specifically LMS Moodle in higher education.


INTRODUCTION
The pandemic has established educational institutions to carry from faceto-face learning to distance learning online. Additionally, Stambough et al. (2020) confirmed that the changes insistence constructs the institutions, which were unexpectedly opposed to adapt, affirm current technology. The emergency condition has shown many people the productive aspect of online learning and teaching. Various institutions embraced online education to enhance instructional programs and address the rise in the current restrained condition. Higher Education and Universities had engaged and provided the appropriate virtual environment for their learners, lecturers, and other pedagogical members.
Subsequently, English lecturers and learners might encounter benefits and challenges in a different environment. The condition made distinct recognition to each member of English pedagogy.
Online learning environments were a highly relevant idea in the new normal. Wong et al. (2019) verified that internet communication promoted the achievement of open educational environments. Alqurashi (2019) supported that English learners were exposed to comparable input, feedback, and output during the online discussion as they would during a face-to-face approach. These inputs, output, assessment, and linguistic structure became fundamental components of English Foreign Language instruction (EFL). Desjardins and Bullock (2019)  Online learning interaction served as a bridge for individuals to conduct other elements of language acquisition. In addition to its significant function in improving both input and output language competencies, internet communication has provided an immense convenience for the development of other elements of language acquisition (Kumi-Yeboah et al. 2020). Antonaci et al. (2019) determined that formal' online language classes were still widely provided by schools and universities, and students are almost always evaluated officially for credits or certification. Typically, formal courses would take place in the LMS (Learning Management System). The official virtual course could cover all four language skills (reading, writing, listening, and speaking). Hamm et al. (2019) asserted that online language learners learn entirely online and mainly in an asynchronous mode, accepting the methods used in current communicative language education coursebooks, which often include thematic 'units' and an integrated skills approach. Dennen et al. (2018) ascertained that these characteristics included improving learners' vocabulary, enhancing selfconfidence, increasing their encouragement and desirable attitudes toward communities and cultures, and reducing learners' language usage anxiety.
Anxiety developed into an emotional and exclusive personality attribute that plays a critical part in learning; it is consistently indicated as Foreign Language Anxiety-FLA (Heckel and Ringeisen (2019). FLA was circumstantial and referred to foreign language acquisition or communication. This kind of anxiety was represented by discomfort and negative emotional response. Im and Kang (2019) supported that anxiety and online situations had been a detrimental connection. If students did not comprehend online learning mechanisms, it might be understood as intimidating. Meanwhile, Moodle English learners' anxiety levels recede, and thus learning is inconceivable to be undermined if every member of pedagogy understands the context of learning . Anxiety could be possibly defined in the online learning Moodle environment as a subjective sensation of tension, apprehension, and concern linked with the activation of the automatic nervous system, the cause of which would be a mix of all these variables in the case of learning. Tsai (2017) outlined six potential causes of online English learning anxiety: a) personal and interpersonal issues; b) teacher-student interaction; c) classroom processes; d) language evaluation; e) the teacher's perspective on learning; and f) the student's perspective on learning. Any expression of anxiety harms the process of foreign language acquisition. Perhaps no other area of study requires as much self-expression as language does. It was constructive to examine the following three categories of anxiety: communication apprehension, test anxiety, and fear of unfavorable assessment, given that foreign language learning anxiety primarily results from evaluating oral and written speech in academic and social settings, Additionally, Moodle incorporated a social constructionist approach to education, emphasizing that language learners can contribute to educational experiences in various ways, including commenting on journal entries, synchronously interacting with one another on an online discussion board, and engaging in asynchronous discussions in Wikis and Forums (Cerezo et al. 2017)).
However, recent research identified that Moodle's features were not user-friendly, particularly for the average user, due to their abundance. Another research found that few instructors and English language learners utilized Moodle as an established discussion forum and interaction while teaching English (Memon and Rathore (2018). Moodle was regarded as more suited to mixed or browser course development than to complete online course development. Participants studying English online through Moodle demonstrate involvement in online learning and believe that learning English via viewing videos and listening to audio recordings was an effective way to learn English. English learners struggle to adjust to this new style of learning due to their limited computer capacities.
Apart from the practice and implementation of Moodle, some difficulties should be recognized since they can impact the English learners' anxiety in the virtual language course. Certain aspects of formal foreign language instruction have the potential to induce anxiety in students. For instance, Visvalingam and Kesavan (2021) affirmed that online language learning anxiety was linked to an individual's incapacity to articulate his or her thoughts and opinions in the target culture, which may destruct personality and expose personality one's identity.
Foreign language learning anxiety has become the focus of a growing amount of research, revealing that many languages learners experience anxiety regularly. Meanwhile, the learners included their aptitude (potential and actual), age, beliefs, values, cultures, gender, cognitive style, and personality traits (Gopang et al. 2018;Devi et al. 2018;Chung et al. 2020)). This study investigation was depth to accomplish the experience-answer and become insightful for educators and universities as the primary concept to accommodate and implement online learning, principally in LMS Moodle. This study was constructed to determine the uncommon English online learning anxiety and the comprehensive information on the Moodle ecosystem that impacts the anxiety. The concentrated subject is to discover and analyze the related material as supports: 1. How does language learning anxiety develop in the online Moodle platform?
2. What Moodle's features do generate anxiety in English learning?

RESEARCH METHODOLOGY
The study accepted the explanatory mixed-methods of linear temporal order to explore and investigate the principles and represent anxiety in language online learning Moodle-based. Linear mixed-techniques designs included sequential stages that interchange between qualitative and quantitative methods. Meanwhile, quantitative data were collected first and prioritized in an explanatory mixed-techniques design, while qualitative data were achieved afterward to support, explain, or expand on how the quantitative methods were discovered. The urgency employed to the research method was because the qualitative stage's findings alleviate the quantitative phase's definition of study questions and variables. This arrangement was appropriated to developing the English language online learning anxiety of reference and investigating an insufficient-understood idea or phenomena inside the online Moodle-based environment.
The data for the study were gathered in a specific region of south Jakarta over six months. The Higher Educations and universities chosen were in a complete online learning environment through LMS Moodle. Current research on literacy practices and investigation has been translated to Indonesia's language-focused online learning anxiety. The participants and respondents were 221 English learners in the South Jakarta area. The study employed a homogeneous sampling purposeful sampling strategy. This sampling strategy describes the group, obtains the information, concentrates the issue, and answers the research question. The significant involvement included the language learners, English for Specific Purposes, economic, science communication, technology information, and engineering.
This study entails quantifying the qualitative coding, which aids in identifying and characterizing data trends. However, a critical point to consider was the sample size. Because qualitative data often have small sample sizes, it was essential to do proper statistical analysis. Numerous statistical studies were available, but their selection must be justified in terms of statistical validity. As a result, nonparametric statistics were often employed. This article discussed how qualitative data might be meaningfully quantified to understand online learning anxiety in Moodle-based. The principal instruments used in the mixed-method studies comprise closed-ended questionnaires and semi-structuralized interviews.
The questioner was adopted from the Foreign Language Virtual Classroom Anxiety Scale as FLVCAS. In the systematic, the quantitative data were achieved through closed-ended questionnaires with the involvement of the Likert Scale to agree, undecided, and disagree. The qualitative data through semi-structuralized interviews. These questions criteria involved to google form Computer questionnaire.

FINDING AND DISCUSSION
Learning a foreign language through a Moodle environment is significantly more complicated than conventional (face-to-face) learning conditions and frequently encounters challenges of language learners. These challenges derive from the multiple kinds of distress they experienced. The result of the survey and indepth interviews data were presented in this section. The initiated study started with the collection of data developed on the scale as the fundamental. The Foreign Language Virtual Classroom Anxiety scale is not suitable for the study. So, it is becoming essential to create and adopt the scale as primary language learning online anxiety. Table 1 displays the scale result of the study. The following paragraphs will provide a more in-depth explanation of the concept

Research question 1 How does language learning anxiety develop in the online
Moodle platform?  (2017) investigation, which declared that these two determinants were amidst the well-known factors informed by language learners as the beliefs of their foreign language anxiety. Additionally, they can participate in class forums, glossary assignment projects, and others. Although, many learners experienced many challenging insides and outside of the system.
Participants expressed that written and oral communication was very stressful. The course material could be communicated in Moodle system. learners mostly appear confusing to communicate because of the lack of abilities to integrate their language skills and technicality negative appraisal in being hesitant to appear. Accordingly, language learners grew frustrated when the error revisions were completed before expressing an answer or response. The error corrections of interruptions signified the factors learners to lose their confidence and focus. Examination of anxiety is apprehension over academic evaluation inside of online learning circumstances. The distinctive of electronic assessment or testing could have made a significant impact on the learners' perception. Many learners had a stressful condition while they were completing the activities. Chinpakdee (2015) was concerned that the significant distinctions that were unpreventable enhance learners' worry about the contradictory appraisal. It could lead to tiredness from their visual senses, especially computer vision syndrome. The condition is a concern of failure in test conditions and an uncomfortable experience.  Table 2

CONCLUSION AND SUGGESTION
As learners' anxiety increases and grows frequently, they might secretly show specific management strategies to cope with the circumstances and elaborate pressure. This study addressed two research questions. The first sought to identify and rank the anxiety-provoking situations in the foreign language classroom. It was determined that English learners reported a wide variety of events. Among these, anxiety was most often associated with the output or processing stages of the online learning process. Secondly, the study sought to identify the Moodle feature that created and provoked learner's anxiety. Most students attributed the cause of anxiety to the technical and capability issue.
Most English learners felt isolated and helpless, although students who perceived higher ability indicated a greater sense of resilience. Language learners' performance becomes essential in online learning. The problem is the anxiety of learning online, avoided mainly by many English lecturers in Higher Education.
Mapping learning learners' anxiety is positively critical to receive the outcome or goal of learning efficiently. An additional approach for lecturers is discovering learners' anxiety earlier would reduce impulsiveness in electronic learning. It additionally affects learners' language learning accomplishment ideally.
Therefore, every learner causes any other interference that manages and reduces learning anxiety.
The study's result lends a supplementary guide to more initial evidence regarding in-classroom anxiety's persistent presence. The electronic environment's foreign language anxiety was a component and package of the educational conditions that there are no learners protected from encountering a specific anxiety quantity, so it developed to be crucial to have an evaluation system occasionally. Language learners could encounter an unusual appearance of language learning anxiety at some point or other in their language learning as pedagogical processing. Nevertheless, anxiety would be possible to have positive results. Attention is exceedingly anxiety unquestionably prevents academic achievement. Additional studies on online learners' anxiety might complement the existing studies on foreign language learning anxiety. It is worth noting that this study's findings are based on questionnaire data rather than independent observation of English learners' conduct in the classroom. Anxiety might have contradictorily affected learners' learning, notwithstanding they described being good practicing in the electronic learning language environment. Further studies might complete and comprehend the Language online learning anxiety through other online platforms. It is because these findings are concentrated on Moodlebased and learners' perspectives. The studies will also focus on the English lecturers' standpoint.