scholarly journals The Effects of Asynchronous Computer Voice Conferencing on L2 Learners' Speaking Anxiety

2011 ◽  
Vol 41 (1) ◽  
pp. 33-63 ◽  
Author(s):  
María Isabel Charle Poza
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Time Pressure ◽  
Computer Anxiety ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Increased Risk ◽  
Language Classroom

This study investigated the influence of a computer voice conferencing environment (Wimba) on learners’ anxiety when speaking in a foreign language. Several instruments were used for data collection: A demographic survey, the Computer Anxiety Index (CAIN), the Foreign Language Classroom Anxiety Scale (FLCAS), the Wimba Anxiety Scale, student interviews, and a rubric developed for the evaluation of risk-taking. Results indicate that there is a strong potential for the reduction of anxiety associated with the Wimba environment. This was due to the elimination of the time pressure of the classroom and opportunity to edit student contributions. Increased risk-taking, in terms of the quantity and quality of the output produced by students, and reduced fear of negative evaluation were also found in the electronic environment. The conditions of the facility where the Wimba environment is accessed, i.e. a language laboratory, were found to hinder Wimba’s anxiety-reducing potential.

scholarly journals Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

2020 ◽  
Vol 8 (4) ◽  
pp. 33
Author(s):  
Mohd Ieruwan Mohamed Mokhtar
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Arabic Language ◽  
Language Teachers ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
And Performance

Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

scholarly journals ANALYSIS STUDENTS’ ANXIETY IN LEARNING SPEAKING USING DRILL METHOD

2018 ◽  
Vol 1 (5) ◽  
pp. 600
Author(s):  
Wina Juwitawati ◽  
Andiany Retno Pratiwi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spoken Language ◽  
Anxiety Scale ◽  
Speaking Anxiety ◽  
Know How ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Speaking Skill ◽  
Academic Year

Speaking skill is one of the most difficult aspects of language learning. Students find it difficult to express themselves in spoken language. This research is to know how far the anxiety students in learning speaking. Anxiety analysis is very important because it will affect the extent to which goals will be achieved. Researchers analyze level of anxiety in learning speaking used drill method and also used FLCAS ( Foreign Language Classroom Anxiety Scale) questionnaire by Howritz et al (1986) for collecting data. The FLCAS data questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oeting’s scale. The researchers take 20 students from X mipa 1 of SMA Pasundan Cikalongkulon Cianjur in the academic year 2017/2018. In conclusion the research showed that there is a significant and it is difference indicated that drill method was effective in reduced students’ anxiety in learning speaking.Keywords: Speaking, Drill method, Anxiety

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

Multimodal Narrative Texts, Creativity, and English Teaching as a Foreign Language

2019 ◽  
pp. 103-123
Author(s):  
Elena Bañares-Marivela ◽  
Laura Rayón-Rumayor
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
Learning Experience ◽  
Methodological Approach ◽  
Point Of View ◽  
Narrative Texts ◽  
Secondary Classroom ◽  
Language Classroom ◽  
The Impact

The chapter explores a methodological approach where creativity is encouraged through the production of multimodal iPad-mediated narrative texts in the English as a foreign language classroom (EFL) in secondary education. The study, which is based on creativity of human language, evaluates the multimodal productions of a group of students of secondary education (Year 7) in Spain, who work with iPads (1:1 context) within a cooperative learning approach, and analyzes this learning experience from the students' point of view. The results show the impact multimodality has on the own students and on their way of working with the foreign language. The quality of their productions, not only regarding language but also as an act of creation, and the way they appropriate the different semiotic modes multimodality offers will also be examined. Finally, the authors suggest some guidelines to encourage multimodal production and creativity in the EFL secondary classroom and show examples which would help teachers and researchers to develop new didactic proposals at this stage.

Strategies to Transform the Foreign Language Classroom and Increase Learning Outcomes with the Flipped Model

2015 ◽  
pp. 60-73 ◽  
Author(s):  
Esperanza Granados-Bezi
Keyword(s):  
Higher Education ◽  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Colleges And Universities ◽  
Higher Learning ◽  
Quality Of Higher Education ◽  
Language Classroom

The scaffolds of American colleges and universities can no longer protect our institutions from the winds of change that penetrate their walls and appear to be threatening their foundations. They also seem incapable of protecting faculties from persistent criticism due to unsatisfactory performance and reluctance to modify educational approaches to meet society's current demands. This chapter reviews some of the most common concerns pertaining not only to the quality of higher education in general but also to that of foreign language teaching in particular. It analyzes the reasons that there is a general sense of dissatisfaction with the results of traditional practices to language learning and discusses the benefits of implementing the flipped model to enhance the quality of instruction. In addition, it underlines the importance of adopting innovative technologies to increase language development in a world in which instructors are expected to be more productive and students have to reach higher learning outcomes.

scholarly journals Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

2015 ◽  
Vol 8 (12) ◽  
pp. 209 ◽  
Author(s):  
Armineh Martirossian ◽  
Anahid Hartoonian
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
Strategy Use ◽  
Negative Evaluation ◽  
Self Regulated Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Regulated Learning ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

<p>Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are two important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich &amp; De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, &amp; fear of negative evaluation) and SRLSs (cognitive strategy use &amp; self-regulation).</p>

Patterns of Vocabulary Development in Foreign-Language Learners

1987 ◽  
Vol 9 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Rolf Palmberg
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Time Pressure ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
The Stability ◽  
Introductory Discussion ◽  
The Relationship

After an introductory discussion of the concepts of vocabulary knowledge continua and foreign-language learners' mental lexicons, the paper presents the results of a longitudinal pilot study whose aim was to make preliminary insights into vocabulary development as it takes place in an ordinary foreign-language classroom setting involving elementary-level Swedish-speaking learners of English. The results are discussed in terms of vocabulary growth in general, the learners' accessibility to words under time pressure, the relationship between “old,” well-known words and newly learned words, and finally, the stability of the learners' immediate access to words.

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