scholarly journals Undergraduates’ Speaking Anxiety in English as Second Language (ESL) Classrooms

2020 ◽  
Vol 4 (1) ◽  
pp. 25
Author(s):  
Kimberley Lau Yih Long ◽  
Yeo Jiin Yih ◽  
Sandra Sim Phek Lin
Keyword(s):  
Second Language ◽  
Anxiety Level ◽  
Negative Evaluation ◽  
Test Analysis ◽  
English As Second Language ◽  
Speaking Anxiety ◽  
Institutions Of Higher Learning ◽  
Significant Difference ◽  
Class Anxiety ◽  
Area Of Concern

Many students exhibit fear of speaking in English in the English as Second Language (ESL) classrooms. Additionally, there are limited studies in this area of concern among the undergraduates in Sarawak. Hence, this study aimed to identify the students‟ anxiety level towards speaking English based on four components, namely communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in the classrooms. This study also examined whether there is any significant difference in the level of anxiety in terms of gender. A total of 592 undergraduates from two public institutions of higher learning in Sarawakwere involved in this study. A Public Speaking Class Anxiety Scale (PSCAS) by Yaikhong and Usaha (2012) was adopted in this study to measure anxiety in the ESL speaking classes. The results gathered through the questionnaires were analysed using SPSS package to determine the students‟ speaking anxiety levels and the significant difference in the level of anxiety in speaking English in terms of gender. The findings revealed that undergraduates experienced an average level of speaking anxiety. T-test analysis of the findings in the study also portrayed that generally the female undergraduates experienced higher speaking anxiety as compared to the male undergraduates in all the four factors of ESL speaking anxiety. Among the four factors of speaking anxiety, only the factor of 'comfort in using English' in the classrooms showed a statistically significant difference between male and female undergraduates. Findings of this study would be significant as knowing the level of anxiety among the undergraduates in ESL classrooms will provide the basis for educators to plan better strategies or techniques to help students in overcoming their English speaking anxiety and to improve their oral English proficiency. It will also help students to be aware of their own speaking anxiety level so that they can seek for measures to overcome their speaking anxiety.

scholarly journals STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM: GENDER PERSPECTIVE AT SMA NEGERI 2 KENDARI

2019 ◽  
Vol 4 (2) ◽  
pp. 125
Author(s):  
Kiki Purwanti ◽  
Amir Jaya ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Descriptive Analysis ◽  
Negative Evaluation ◽  
Survey Method ◽  
Second Grade ◽  
Neutral Position ◽  
Speaking Anxiety ◽  
Second Grade Students ◽  
Significant Difference ◽  
Language Classroom ◽  
Majority Students

The aim of this study was to find out whether or not there was a significant difference of students’ speaking anxiety across gender. This study used survey method. The population was the second grade students of SMAN 2 Kendari in academic years 2017/2018. This study involved 184 students (92 males and 92 females) who were taken from proportionated stratified by random sampling. An instrument employed in this study was a questionnaire of Foreign Language   Classroom   Anxiety   Scale   (FLCAS).   The   data   were analyzed by using descriptive and inferential statistic. The result of descriptive analysis showed that students’ speaking anxiety was affected by three factors namely communication apprehension, test anxiety, and fear of negative evaluation where each factor had a neutral position and majority students had a moderately anxious level  on  speaking  anxiety.  The  result  of  the t-test  showed  that tobserved  was -2.007 and ttable  was 1.973. It means that ttable   was lower than the tobserved. Thus, there was a significant difference of speaking anxiety between male and female students where females were more anxious then male. Keywords:   Speaking   Anxiety,   situation-specific   Anxiety,   andGender.

scholarly journals Cognitive Reading Strategies Employed by Form Three Malaysian English as Second Language (ESL) Students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Jessica Abisheganathan Jeevaratnam ◽  
Mahani Stapa
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Cognitive Strategies ◽  
Esl Students ◽  
English As Second Language ◽  
Frequent Use ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Analyse Data

Previous studies reported that many low proficiency students have poor comprehension skills. Therefore, this research aims to study the cognitive reading strategies employed by ESL (English as Second Language) students and suggest appropriate cognitive strategies to be utilized by low proficiency students. This research was carried out in one of the secondary schools in Pasir Gudang, Johor. The purposive sample for this study consists of 60 Form 3 students (30 low proficiency and 30 high proficiency). Explanatory sequential mixed method design was used to carry out this research. The data collected via questionnaire, observation and interview for this research is analysed quantitatively and qualitatively. Descriptive analysis was used to analyse data gained from questionnaire and observation whereas for the interview data, extracts from the interviews were used to corroborate the findings. The findings reveal that the most common cognitive reading strategies employed by both group of students are skimming and translation. This research further highlights the most significant difference in reading strategies between both groups of students, which is, the high proficiency group outperformed the low proficiency group in overall strategy use, demonstrating the most frequent use of the strategies. Most prominently, in this research, the reading strategies that are deemed appropriate for the low proficiency students are highlighted. These strategies include four cognitive strategies; guessing, elaboration, summarizing and prediction.

scholarly journals SPEAKING ANXIETY LEVEL OF EFL STUDENTS AT TENTH GRADE OF SENIOR HIGH SCHOOL 2 LUBUK SIKAPING

2020 ◽  
Vol 5 (2) ◽  
pp. 45-50
Author(s):  
Yola Ariani ◽  
Eliza Eliza ◽  
Merry Prima Dewi
Keyword(s):  
Test Anxiety ◽  
Communication Apprehension ◽  
Sampling Technique ◽  
Anxiety Level ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Speaking Anxiety ◽  
Tenth Grade ◽  
Efl Students ◽  
Speak Up

This research has been done because the researcher found some problems in speaking at the tenth grade at SMAN 2 Lubuk Sikaping. The first problem was the students nervous when they were asked to speak up. The second problem was the students had lack of confidence. The third problem was the students had a felt panic when their teacher gave test. The last problem was the students felt afraid the teacher inform the score of the meeting. This study aimed to find out the speaking anxiety level at tenth grade SMAN 2 Lubuk Sikaping.The design of this research was a descriptive quantitative research.The population of this research were tenth grade students that consist of 134 students. The students were divided into four classes.The researcher took 25 % of the population by using random sampling technique to determine the sample because the population is more than one hundred students and there are 34 students of this research. To collect the data, researcher used questionnaire to find out speaking anxiety level of the students.The result researcher found the data there were 3 components of speaking anxiety. The consist of communication apprehension, test anxiety and fear of negative evaluation. It was found that 89 total score of the students had moderately low anxiety level in communication apprehension. Then 94 total score of the students had moderate anxiety level in test anxiety. The last result found that 88 total score of the students had moderately low anxiety level in fear of negative evaluation. In conclusion, the students speaking anxiety level at the tenth grade at SMAN 2 Lubuk Sikaping based on those three components above was 90 total score which mean the students anxiety level in speaking was in moderate level.

scholarly journals IN-CLASS AND OUT-OF-CLASS ANXIETY IN SPEAKING TURKISH AS A SECOND LANGUAGE

2018 ◽  
Vol 76 (6) ◽  
pp. 816-833 ◽  
Author(s):  
Durmuş Karci ◽  
Cemal Özdemir ◽  
Nuri Balta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Geographical Area ◽  
School Type ◽  
Data Set ◽  
Speaking Anxiety ◽  
Course Grades ◽  
Survey Strategy ◽  
Class Anxiety ◽  
Turkish Language

Turkish is spoken by a large number of people in a wide geographical area and teaching Turkish as a foreign language is a subject that gains importance nowadays. This research employed a quantitative survey strategy to address the issue of anxiety in learning Turkish language in and outside the classroom. Participants were 356 students of two high schools, one college and one university in Kazakhstan. Participants were given the Second Language Speaking Anxiety Scale (SLSAS), which was analyzed with: correlation to search for possible relations between anxiety, age, duration of studying Turkish, and Turkish course grades; MANOVA to assess the effect of gender and school type on students’ anxiety in speaking Turkish; and an exploratory factor analysis to identify factor structure of SLSAS. Additionally, an ANOVA was carried out on a second data set with 52 students to see any differences between students’ anxiety in speaking Turkish and English. The results of this research indicated that anxiety in speaking Turkish is weak and not related to students’ age, gender, years studying Turkish, and Turkish course grades. In addition, no significant differences were found between students’ anxiety in speaking Turkish and English. The only significant result was the relatively high anxiety of college students in the classroom. This research implies that anxiety in speaking Turkish does not differ so much from anxiety in speaking English.

scholarly journals EXPLORING THE LEVEL AND PRIMARY CAUSES OF PUBLIC SPEAKING ANXIETY AMONG ENGLISH DEPARTMENT STUDENTS

2021 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Kenti Sugiyati ◽  
Lilia Indriani
Keyword(s):  
Public Speaking ◽  
Negative Evaluation ◽  
Public Speaking Anxiety ◽  
English Department ◽  
Speaking Anxiety ◽  
The Public ◽  
Speaking Proficiency ◽  
Medium Level ◽  
Efl Students ◽  
Class Anxiety

English public speaking anxiety is a crucial issue experienced by students and it needs to be coped with acknowledging the importance of public speaking proficiency concerning today's demands. As EFL students, many studies have found that they encountered a considerable level of public speaking anxiety in which significantly affects their speaking quality. Therefore, measuring students' public speaking anxiety is essential since it can help both the students and teachers to know the level and primary causes of public speaking anxiety so that effective strategies can be designed to overcome this particular issue. Hence, the researchers attempt to investigate the level and primary causes of EFL students' public speaking anxiety. This present study participated by 34 third-semester students of the English Department at Universitas Tidar. In collecting the data regarding the public speaking anxiety level, the researchers used the Public Speaking Class Anxiety Scale (PSCAS) proposed by Yaikhong & Usaha (2012). Furthermore, the results from the questionnaire are delineated to explore the causes of public speaking anxiety. The study found that 58.8% of students experienced a medium level of public speaking anxiety. In addition, most of the students agreed that fear of negative evaluation becomes the major anxiety-provoking factor following by communication apprehension and test anxiety—lastly, only almost half of the students’ experience comfort in speaking English.

Effect of Nada Yoga on Hypertension & Anxiety Level

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 1-16
Author(s):  
Naveen Kumar ◽  
Kuldeep singh
Keyword(s):  
Sound Speed ◽  
Anxiety Level ◽  
Hatha Yoga ◽  
Significant Difference ◽  
The Subject ◽  
Level Of Significance

In Nada yoga the sound speed of an object vibrates (as well as its size, however infinitesimal) contributes to its particular sound. Different tone and frequencies contains the subject of meditation in Nada Yoga, which also takes into consideration the musical intervals used in music and in the musical recitation of mantras, is brought together with meditation techniques and certain Hatha Yoga practices that are conducive to sonic exploration. Recently a study conducted on anxiety and hypertension level in Raigarh entitled as “The effect of Nada Yoga on Hypertension and anxiety level”.  The outcome of the study shows that Nada Yoga significantly reduces Anxiety as well as Hypertension. Results founds were surprisingly shows a significant difference between the two means, at .01 level of significance. It shows how Nada Yoga can effectively help to reduce anxiety and hypertension as well as many improves in health also.

TERAPI MUSIK DAN TINGKAT KECEMASAN PASIEN PREOPERASI

2016 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Wenny Savitri ◽  
Nani Fidayanti ◽  
Paulus Subiyanto
Keyword(s):  
Music Therapy ◽  
Intervention Group ◽  
Complementary Therapy ◽  
T Test ◽  
Anxiety Level ◽  
Preoperative Anxiety ◽  
Control Group ◽  
Music Intervention ◽  
Significant Difference ◽  
Anxiety Levels

Background: Surgery is one of medical interventions which can cause fear, anxiety, and stressed because of its effects toward the integrity of body and soul. Nurses have significant roles in any preoperative care which is helping patients to decrease preoperative anxiety by using complementary therapy. The use of music therapy as one of the complementary therapies is not common in Indonesia. Therefore, scientific studies to prove the role of this therapy to decrease the level of anxiety of pre-operative patients is needed. Objective: To investigate the effects of music therapy in reducing anxiety levels of preoperative patients. Methods: A quasy experimental study with pre-test and post-test design with control group was applied to 50 respondents from medical ward in Panembahan Senopati Hospital of Yogyakarta who met the inclusion criteria.Dara were then analyzed by using t-test statistical analysis. Results: The control group showed the increased value of anxiety level of0.8 without music intervention (t= - 1503, df = 24, p<.05), whereas the intervention group showed the decreased value of anxiety level of -5.52 (t=5.081, df=24, p<.05). Meanwhile the independent t-test results for both groups showed a significant difference between group (t= 3,373, df=48, p<.05). Conclusion: Music therapy has significant effect in reducing preoperative anxiety levels of patients. Keywords: anxiety, preoperative, music therapy

The role of cross-linguistic stress pattern frequency and word similarity on the acquisition of English stress pattern by native speakers of Brazilian Portuguese

2012 ◽  
Vol 12 ◽  
Author(s):  
Amanda Post Silveira
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
American English ◽  
Brazilian Portuguese ◽  
Stress Pattern ◽  
Target Language ◽  
English As Second Language ◽  
Word Similarity ◽  
L1 Transfer

This is a preliminary study in which we investigate the acquisition of English as second language (L2[1]) word stress by native speakers of Brazilian Portuguese (BP, L1[2]). In this paper, we show results of a multiple choice forced choice perception test in which native speakers of American English and native speakers of Dutch judged the production of English words bearing pre-final stress that were both cognates and non-cognates with BP words. The tokens were produced by native speakers of American English and by Brazilians that speak English as a second language. The results have shown that American and Dutch listeners were consistent in their judgments on native and non-native stress productions and both speakers' groups produced variation in stress in relation to the canonical pattern. However, the variability found in American English points to the prosodic patterns of English and the variability found in Brazilian English points to the stress patterns of Portuguese. It occurs especially in words whose forms activate neighboring similar words in the L1. Transfer from the L1 appears both at segmental and prosodic levels in BP English. [1] L2 stands for second language, foreign language, target language. [2] L1 stands for first language, mother tongue, source language.

ANALISIS KINERJA KEUANGAN PERUSAHAAN PROPERTI YANG TERDAFTAR DI BEI SEBELUM DAN SESUDAH KEBIJAKAN LOAN TO VALUE

2019 ◽  
Vol 4 (1) ◽  
pp. 79-90
Author(s):  
Ghaniy Ridha Prima ◽  
Hermanto Siregar ◽  
Ferry Syarifuddin
Keyword(s):  
Real Estate ◽  
Financial Performance ◽  
Stock Exchange ◽  
Sample Selection ◽  
Test Analysis ◽  
Asset Return ◽  
Return On Equity ◽  
Analysis Technique ◽  
Significant Difference ◽  
Before And After

The purpose of this study is to provide empirical evidence of the effects of the Loan to Value (LTV) policy on the financial performance of property and real estate companies listed on the Indonesia Stock Exchange (IDX). The sample selection uses a purposive sampling method of 42 property and real estate companies that meet the criteria. The research period is divided into 2 namely before the Loan to Value policy (2013-2014) and after the Loan to Value policy (2016-2017) with the Paired Sample t Test analysis technique. The test results show if the current ratio, Return on Asset, Return on Equity and Debt to Asset have significant differences between before and after the LTV policy is applied. While the fast ratio, cash ratio, net profit margin and Debt to Equity did not show a significant difference. Keywords: Financial Performance, Loan to Value, Property and Real Estate, Profitability Ratio, Liquidity Ratio, Solvability Ratio.

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