Factors Influencing Foreign Language Speaking Anxiety among Undergraduate Students

2020 ◽  
Vol 15 (2) ◽  
pp. 639-649
Author(s):  
Bijon Baroi ◽  
◽  
Zakiya Sultwana ◽  
Razina Sultana ◽  
Noor Muhammad ◽  
...  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Speaking Anxiety ◽  
Factors Influencing

scholarly journals Speaking Up without Freaking Out

2019 ◽  
Vol 6 (2) ◽  
pp. 292-300
Author(s):  
Nurul Adillah
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Oral Presentation ◽  
Online Questionnaire ◽  
Speaking Up ◽  
Speaking Anxiety ◽  
The Impact ◽  
Presentation Skill ◽  
Esl Classroom

It has been reported that language learners use various strategies in learning a second or foreign language. And a lot of research has been done in this area. However, few studies have explored the impact of using scaffolding impromptu speaking activities in ESL classroom on alleviating speaking anxiety. Thus, the current study is an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. At the beginning of the study, the students were asked to answer online questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment. 38 undergraduate students did the prepared impromptu speaking activities such as they have to do self-video recorded, impromptu speech in group and online discussion. This intervention was carried out for six weeks. After that, another online questionnaire on the effectiveness of scaffolding impromptu speaking activities was distributed. However, we only received 25 responses from the participants. Besides that, participants' views about the impromptu speaking activities were also examined through focus group interview. The results of the study indicated that by scaffolding impromptu speaking activities in ESL classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill.

scholarly journals Discovering Factors of Foreign Language Speaking Anxiety and Coping Strategies

2016 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Vahid Rafieyan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Education ◽  
Negative Impact ◽  
Influential Factors ◽  
Target Language ◽  
Speaking Anxiety ◽  
Foreign Language Learners ◽  
And Coping

<p>Feeling of anxiety is commonly expressed by foreign language learners in learning to speak a foreign language. This feeling is considered to have a negative impact on communication in the target language. This study has attempted to investigate the most influential factors in creating this type of anxiety as well as the most commonly used strategies to cope with it. In this respect, a qualitative research methodology, based on interviews and reflective journals, was used to investigate the issue. A total of 10 female freshman undergraduate students of English education in Universiti Teknologi Malaysia participated in the study. The findings suggested that assessing language learners’ speaking performance was the most anxiety provoking factor and creating a fun environment was the most commonly used strategy to cope with anxiety. The pedagogical implications of these findings suggested the significant role of teachers in creating and/or reducing foreign language speaking anxiety in language learners.</p>

scholarly journals Examining Levels and Factors of Speaking Anxiety among EFL Libyan English Undergraduate Students

2018 ◽  
Vol 7 (5) ◽  
pp. 47
Author(s):  
Abdalaziz M. Toubot ◽  
Goh Hock Seng ◽  
Azizah Binti Atan Abdullah
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
Confidence Factor ◽  
High Level

This study aims at investigating EFL the fourth-year students’ level of speaking anxiety. Also, the study investigates the main three factors (communication apprehension, fear of negative evaluation and low self-confidence) that contribute to increasing speaking anxiety among EFL learners. The Foreign Language Speaking Anxiety Scale (FLSAS) has been adapted to collect quantitative data and specifically measure speaking anxiety. The sample of this study was 300 fourth-year English department students at three universities in Libya. The findings of this study revealed that students experienced a moderate to high level of EFL speaking anxiety. Additionally, the findings of the study revealed that the low self-confidence factor received the highest average followed by fear of negative evaluation, and communication apprehension factors.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Analysis of Demographics and Factors Influencing Student Choice of Major at Five Universities

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510b-510
Author(s):  
Tammy Kohlleppel ◽  
Jennifer C. Bradley ◽  
Jayne Zajicek
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
The United States ◽  
Student Choice ◽  
Student Interest ◽  
Post Secondary ◽  
Choice Of Major ◽  
Factors Influencing ◽  
University History ◽  
Insight Into

In recent years horticulture programs at universities across the United States have experienced a decline in student numbers. Researchers at the Univ. of Florida and Texas A&M Univ. have developed a survey to gain insight into the influences on undergraduate students who major in horticulture. Five universities participated in the survey of undergraduate horticulture programs, these include the Univ. of Florida, Texas A&M Univ., Oklahoma State Univ., Univ. of Tennessee, and Kansas State Univ. Approximately 600 surveys were sent to the schools during the 1997 fall semester. The questionnaires were completed by horticulture majors and nonmajors taking classes in the horticulture departments. The survey consisted of two main sections. The first section examined student demographic information, high school history, university history and horticulture background and was completed by all students. Only horticulture majors completed the second section, which examined factors influencing choice of horticulture as a major. Results examine fundamental predictors in promoting student interest in horticulture, demographic variables that may influence student choice of major, and student satisfaction and attitude toward current collegiate horticulture programs. Findings from this study will provide insight into the status of post-secondary horticulture education and assist in identifying methods to increase student enrollment in horticulture programs across the country.

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

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

scholarly journals Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs

ReCALL ◽  
2021 ◽  
Vol 33 (2) ◽  
pp. 143-160
Author(s):  
Zsuzsanna Bárkányi
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Course Completion ◽  
Efficacy Beliefs ◽  
Speaking Anxiety ◽  
Research Questions ◽  
Anxiety Levels

AbstractThis paper examines the role of motivation, anxiety, and self-efficacy beliefs and their interplay with regard to speaking on beginners’ Spanish LMOOCs. It answers three research questions: (1) what are learners’ motivations and goals for joining these LMOOCs and how do these relate to foreign language speaking anxiety; (2) how do learners’ self-efficacy beliefs and anxiety levels change as a result of course completion; and (3) is there a correlation between motivation, foreign language speaking anxiety, and self-efficacy beliefs in this context? A mixed-methods research design used quantitative and qualitative data gathered from self-reflective questionnaires and forum discussions. The results reveal that learners with intrinsic motivation are more likely to complete the courses than those who sign up to manage a personal situation or advance in their career or studies. No direct correlation was, however, found between motivation and the other variables under scrutiny. Learners present higher self-efficacy beliefs at the end of the courses than at the beginning, while anxiety levels are affected to a much smaller degree by course completion. Although spoken interactions in this learning environment are not synchronous, apprehension and anxiety prevent many learners from fully participating in the speaking activities.

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