scholarly journals A Study on Foreign Language Anxiety of College Students in an Intensive English Program

2017 ◽  
Vol 16 (3) ◽  
pp. 77-93
Author(s):  
Kim. Jeong-Ok
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Intensive English ◽  
Intensive English Program ◽  
English Program

English Language Learning Anxiety among Korean College Students in the Philippines

2021 ◽  
Author(s):  
Hyemin Kim ◽  
◽  
Elaine Vernadine A. Liongson ◽  
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
The Philippines ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Korean Students ◽  
Learning Anxiety ◽  
The Mean ◽  
Korean College Students

Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted from Yassin (2015) and was analyzed by getting the mean, while the findings were interpreted using the mean scale proposed by Mamhot, Martin & Masangya (2013). Surprisingly, the result revealed that foreign language anxiety is not significant among Korean students. Moreover, the female participants showed higher confidence in speaking and using the language compared to male participants in some aspects. Keywords: EFL; FLCAS, foreign language anxiety; gender

scholarly journals Exploring the Relationship Between Foreign Language Anxiety, Gender, Years of Learning English and Learners’ Oral English Achievement Amongst Chinese College Students

2020 ◽  
Vol 10 (3) ◽  
pp. 31
Author(s):  
Hualan Tan ◽  
Zhilong Xie
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Learning ◽  
Significant Difference ◽  
English Achievement ◽  
The Relationship ◽  
Learning English

English serves as a bridge of communication for the people from all over the world as it plays an increasingly crucial role in the process of globalization. In accordance with English curriculum standards issued by the Ministry of Education in 2011, the ultimate goal of English language discipline is to communicate. But over these years, China’s English education has been difficult to get out of the dilemma of “Dumb English”. When facing the real oral communication situations, students are still too nervous to speak with a great deal of fluency and accuracy. Therefore, the present study aims to explore the relationship between English language anxiety, gender, years of English learning and final oral English achievement by inviting 41 English major freshmen of foreign language departments of Nanchang Business College. For this purpose, this study adopts a reliable Foreign Language Classroom Anxiety Scale developed by Horwitz and Cope (1986) to measure students’ anxiety. The results reveal that anxiety levels between males and females are similar; there is also no significant difference among years of learning English; however, a significantly negative correlation between college students’ foreign language anxiety and their oral English learning achievement was found.

scholarly journals The Andragogical Approach for Teaching English Speaking Skill for College Students

2020 ◽  
Vol 2 (2) ◽  
pp. 136-140
Author(s):  
Minatul Azmi ◽  
Fitri Pangestu Noer Anggrainy
Keyword(s):  
College Students ◽  
Adult Students ◽  
Point Of View ◽  
Intensive English ◽  
Intensive English Program ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
English Program ◽  
Speaking Skills

It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.

scholarly journals The Effect of an Intensive English Program on the Vocabulary Size of Lebanese English Foreign Learners

2018 ◽  
Vol 8 (6) ◽  
pp. 281 ◽  
Author(s):  
Reema Abouzeid
Keyword(s):  
Foreign Language ◽  
Word List ◽  
Receptive Vocabulary ◽  
Intensive English ◽  
Intensive English Program ◽  
Vocabulary Size ◽  
Post Test ◽  
Language Context ◽  
English Program ◽  
Dependent Samples

The research concerning intensive programs in general has yielded conflicting results and as such, whether or not such time-shortened courses are effective in achieving their learning objectives is a matter of controversy. This study hopes to contribute to the current body of research available and perhaps aid in clearing the uncertainty surrounding such compact programs in a foreign language context by evaluating the effectiveness of one IEP at an English-medium university in Lebanon through the construct of vocabulary size. The vocabulary size of 100 English as a Foreign Language (EFL) learners enrolled in an Intensive English Program (IEP) was measured pre and post instruction using the New Vocabulary Levels test (NVLT). Test results were examined and compared using a dependent samples t-test to determine the effectiveness of the IEP in improving students’ vocabulary size. Results revealed that across the NVLT’s 6 receptive vocabulary lists (1000, 2000, 3000, 4000, and 5000 most frequent words in addition to the Academic Word List), students showed a statistically significant improvement on the post test (p=0.000< 0.05), endorsing the effectiveness of IEP in a foreign language context in enhancing students’ receptive vocabulary size. This study concludes with practical implications for EFL IEP teachers and syllabus designers.

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