scholarly journals Speaking Skill’s Language Anxiety Experienced by Freshers of English Language Education Department

2020 ◽  
Vol 9 (2) ◽  
pp. 247-256
Author(s):  
Rosalin Ismayoeng Gusdian ◽  
Siti Nurhidayah
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Language Anxiety ◽  
Education Department ◽  
English Language Education ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Convenience Sampling

The aims of this study is to find out the language anxiety levels encountered by the freshmen of English Language Education Department, the reasons of the language anxiety, and how the students cope with the language anxiety. It is a mixed-method study conducted in an Islamic private university in Malang. The population included 128 English Language Education Department freshmen in the academic year 2019/2020. Through convenience sampling, 32 students from six speaking classes were obtained. A survey using Foreign Language Classroom Anxiety (FLCAS) questionnaire and interview were applied as the techniques to gather the data. The findings revealed that 91% freshmen are identified to experience a medium level of anxiety (76-119). Besides, the reasons of the language anxiety included communication apprehension, fear of negative evaluation, and fear of making mistakes in the test. Several ways to cope with the language anxiety comprised practicing before class and keeping the up with the positive mind.   Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan berbahasa yang dialami oleh mahasiswa baru Jurusan Pendidikan Bahasa Inggris, alasan kecemasan berbahasa, dan cara mahasiswa mengatasi kecemasan tersebut. Penelitian ini menggunakan metode campuran yang dilakukan di sebuah universitas swasta Islam di Malang. Populasi penelitian ini adalah 128 mahasiswa baru Jurusan Pendidikan Bahasa Inggris tahun ajaran 2019/2020. Melalui convenience sampling, diperoleh 32 siswa dari enam kelas berbicara. Teknik pengumpulan data menggunakan kuesioner Foreign Language Classroom Anxiety (FLCAS) dan wawancara. Temuan tersebut mengungkapkan bahwa 91% mahasiswa baru diidentifikasi mengalami tingkat kecemasan sedang (76-119). Selain itu, alasan kecemasan bahasa termasuk ketakutan komunikasi, takut evaluasi negatif, dan takut membuat kesalahan dalam ujian. Beberapa cara untuk mengatasi kecemasan bahasa terdiri dari berlatih sebelum kelas dan menjaga pikiran positif.

scholarly journals INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY

2015 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Christina Lhaksmita Anandari
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English Language ◽  
Public Speaking ◽  
Language Education ◽  
Conduct Problem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Efl Students

This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.

scholarly journals An Investigation Of Foreign Language Classroom Anxiety And Its Relationship With Students Achievement

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Riffat-un-Nisa Awan ◽  
Musarrat Azher ◽  
Muhammad Nadeem Anwar ◽  
Anjum Naz
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Language Anxiety ◽  
Male Students ◽  
English Classes ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety ◽  
Learning English

The present study examines anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process and the relationship of anxiety with learners’ achievement. Participants of the study include 149 undergraduates enrolled in second and sixth semester of different departments of University of Sargodha who are learning English as a foreign language. The questionnaire used in this study is the abbreviated form of Foreign Language Classroom Anxiety Scale (FLCAS). An inventory is also used to determine different situations that provoke anxiety. Finally, students’ GPA in English classes is taken to find its relationship with language anxiety. The results show that language anxiety and achievement are negatively related to each other. It is also found that female students are lessanxious in learning English as a foreign language than male students. ‘Speaking in front of others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’, ‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom environment should be encouraging and motivating. Moreover, teachers need to deal with anxiety-provoking situations carefully.

scholarly journals Correlation between Anxiety and Willingness to Communicate in the Indonesian EFL Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Yana Shanti Manipuspika
Keyword(s):  
Foreign Language ◽  
Pearson Correlation ◽  
Willingness To Communicate ◽  
Language Anxiety ◽  
Strong Positive Correlation ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Research Questions ◽  
Classroom Anxiety

This present study probes the relationship between English as a Foreign Language (EFL) students’ language anxiety and their willingness to communicate. The research questions are threefold: a) What are the types of anxiety experienced by the students, b) What is the anxiety level of them, and c) What is the correlation between foreign language anxiety (FLA) and the willingness to communicate (WTC) of the students. Quantitative descriptive approach was employed and the data were collected from 98 participants in an English Department by making use of the Foreign Language Classroom Anxiety Scale (FLCAS) and Likert-type WTC Scale. Pearson Correlation test was run to provide answers of the research questions. The results of this study indicated a strong positive correlation between learners’ foreign language classroom anxiety and their willingness to communicate. Fear of negative evaluation, test anxiety, and communication apprehension were the students’ types of anxiety. In addition, students had high level of anxiety, which in turn, made them difficult in dealing with language learning process and tend to have low desire to speak. Therefore, this study tries to highlight whether anxiety is a significant barrier to WTC, to determine the types and level of FLA, as well as to provide suggestions to help minimize the anxiety.

scholarly journals THE CORRELATION BETWEEN EFL ANXIETY AND STUDENTS’ READING COMPREHENSION”.

Prosodi ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 128-134
Author(s):  
Asri Nofa Rama
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
English Language ◽  
Pearson Correlation ◽  
English Language Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Academic Year ◽  
Classroom Anxiety

The objective of the current study examined whether there was any significant correlation between foreign language classroom anxiety and students’ reading comprehension. In this regard, hopefully, this study provided English language lecturers to recognize the most provoking factor that affect learning a foreign language, such anxiety and helped students to solve language anxiety to become better English language students. This researcher was conducted at Lakidende University, particularly 32 university students of English Language Teaching Department who enrolled in academic year 2018/2019. The data were obtained from students’ reading comprehension test and questionnaire that is Foreign Language Classroom Anxiety Scale (FLCAS) and to analyze the data this study applied Pearson Correlation analysis. The finding revealed that there was a significant relationship between foreign language classroom anxiety and students’ reading comprehension, p (.061) 0.05. Meanwhile, the strength of correlation between reading anxiety and students’ reading comprehension was categorized “moderate” according to table Guidelines of Interpreting Pearson's Correlation Coefficient (r =.381). It might be the fact that most of students frequently experienced moderate level of foreign language classroom anxiety in their reading comprehension class.

scholarly journals Ansiedad idiomática en Español como Lengua Extranjera y rendimiento académico en la Enseñanza Superior || Foreign language anxiety in Spanish as a Foreign Language and language achievement in Higher Education

2018 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Mercedes Rabadán ◽  
Alejandro Orgambídez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Anxiety Scale ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Achievement ◽  
Enseñanza Superior ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom

 La ansiedad idiomática es reconocida como uno de los elementos afectivos que mayor influencia tiene sobre el aprendizaje de lenguas extranjeras. No obstante, se han realizado pocos estudios sobre el papel de la ansiedad en el contexto de Español como Lengua Extranjera (ELE), y apenas existen investigaciones con estudiantes portugueses de la enseñanza superior. Este estudio explora el papel de la ansiedad idiomática como predictor del rendimiento académico en estudiantes portugueses universitarios. Se llevó a cabo un estudio transversal y correlacional con una muestra de 249 participantes. La ansiedad fue evaluada utilizando la escala Foreign Language Classroom Anxiety Scale (FLCAS) y el rendimiento académico fue medido utilizando la nota final obtenida en la asignatura de español como lengua extranjera. Los resultados mostraron que mayores puntuaciones en la aprensión comunicativa, la ansiedad durante la evaluación y el miedo a una evaluación negativa se asociaron a peor rendimiento académico. El modelo de regresión identificó el miedo a una evaluación negativa como el predictor significativo más importantes de la calificación. Ambientes de clases libres de ansiedad facilitan la adquisición y el aprendizaje de ELE.

scholarly journals PSYCHOLOGICAL ASSISTANCE IN REDUCING ENGLISH LANGUAGE ANXIETY IN UNIVERSITY STUDENTS

2021 ◽  
Vol 1 ◽  
pp. 26-34
Author(s):  
Mariia M. Avhustiuk
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Anxiety Scale ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Psychological Literature ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Psychological Assistance

The aim of the paper is to outline some possible ways of psychological assistance in defining and reducing foreign language anxiety in university students. In this context the analysis focuses on a theoretical study of language anxiety in the psychological literature and states its role in learning foreign languages and studying in university in general, highlights and explains some reasons of language anxiety, analyses its peculiarities and effect on the efficacy of learning foreign languages. Moreover, we aim at defining some possible ways of detection, prevention, and reducing foreign language anxiety trying to analyse some existent in psychological literature methods and practical questionnaires. To do this, we divide some practical methods available in the scientific psychological literature into the questionnaires aimed at detecting and preventing language anxiety (“Foreign Language Classroom Anxiety Scale” (FLCAS), “Language Learners’ Anxiety and Motivation”, “The Anxiety Scale”, “Test Anxiety Scale”, “Fear of Negative Evaluation”, etc.) and questionnaires that help reduce language anxiety (“Foreign Language Speaking Anxiety Scale”, “The Self-Regulated Foreign Language Learning Questionnaire”, “SWOT Analysis”, “Self-Regulation Questionnaire”, “Metacognitive Awareness Inventory”, “Promoting Student Metacogniton about Learning”, etc.). We also mention impact of self-regulated learning and importance of playing activities (games) during efficient learning, specify the role of fossilization. Practical implication of the paper is to provide the results of the students of the International Relations Department (N = 153) who voluntarily answered the questions of the adapted and translated into Ukrainian version of the “Foreign Language Classroom Anxiety Scale” (FLCAS). Our findings suggest that significant English language anxiety is experienced by many students. Finally, some implications for the next studies are proposed.

scholarly journals Foreign Language Classroom Anxiety among Iraqi Students and its Relation With Gender and Achievement

2016 ◽  
Vol 6 (1) ◽  
pp. 305 ◽  
Author(s):  
Taha Talib Ali ◽  
Wong Fook Fei
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Test Anxiety ◽  
Structured Interview ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Language anxiety is always seen as debilitative factor that deters learners from successfully learning a foreign language. Although many studies have been reported on foreign language learners’ anxieties, little research, if any, has been undertaken on Iraqi postgraduate EFL learners. The objective of the present study is threefold: a) to investigate the factors contributing to foreign language classroom anxiety among Iraqi postgraduate EFL students, b) to investigate the difference between both genders in the level of anxiety and c) to investigate the relationship between the level of anxiety and the academic achievement of the students based on GPA. The study employed a mixed mode approach using survey questionnaire (AFLAQ)and semi-structured interview. The study reported that three factors such as communication apprehension, negative evaluation and test anxiety are anxiety-arousing factors with test anxiety has the greatest contribution. The study also reported that females show more anxiety compared to males. It was also shown that there is a negative correlation between language anxiety and academic achievement which means that students with high level of FL anxiety tend to yield lower grades and vice-versa. Keywords: Arabic Foreign Language Anxiety Questionnaire (AFLAQ), Anxiety factors, Gender differences, Academic achievement

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