scholarly journals STUDENTS’ WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY

Paramasastra ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 75
Author(s):  
Ajeng Ayu Rihardini ◽  
Rahmati Putri Yaniafari ◽  
Nur Mukminatien
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Research Design ◽  
Teaching And Learning ◽  
Willingness To Communicate ◽  
Survey Study ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
The Common ◽  
Common Problems

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students’ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students’ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students’ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

scholarly journals FACE-TO-FACE OR ONLINE SPEAKING PRACTICE: A COMPARISON OF STUDENTS’ FOREIGN LANGUAGE CLASSROOM ANXIETY LEVEL

2021 ◽  
Vol 8 (1) ◽  
pp. 49-67
Author(s):  
Rahmati Putri Yaniafari ◽  
Ajeng Ayu Rihardini
Keyword(s):  
Foreign Language ◽  
Oral Presentation ◽  
Online Discussion ◽  
Tertiary Education ◽  
Anxiety Level ◽  
Survey Study ◽  
Face To Face ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Threatening Situation

Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations (Minghe & Yuan, 2013). Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn (Bakar et al., 2013). This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners’ level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies (Bakar et al.,2013; Rodrigues & Vethamani, 2015), this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).

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.

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

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

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