Research Perspectives on Foreign Language Speaking Anxiety in the 21st Century Turkish EFL Context: A Systematic Review

There is a lack of research on the effects of Second Life (SL) as a virtual language-learning environment on speaking anxiety among English as a foreign language (EFL) learners, whereas related literature is insufficient in terms of providing insight about Turkish EFL context. Therefore, this experimental study aims to examine the effects of the use of SL on speaking anxiety. In the chapter, a background questionnaire and an anxiety scale were administered to 44 EFL learners assigned to the control and experimental groups before and after speaking activities performed in traditional and SL settings. Findings suggest that there is no significant correlation between speaking activities that take place in traditional settings and SL environment concerning the levels of speaking anxiety. It is recommended that the extent to use SL should be moderated during speaking practice because SL does not offer a flawless solution to speaking anxiety.

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

Social Sciences, Humanities and Education Journal (SHE Journal) ◽

10.25273/she.v1i2.6624 ◽

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.

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THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

Globish: An English-Indonesian Journal for English, Education, and Culture ◽

10.31000/globish.v7i1.845 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Hapsari Dwi Kartika

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Learner Autonomy ◽

Language Learner ◽

Autonomous Learning ◽

English Teaching ◽

Efl Context ◽

Definition Of ◽

Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

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Students' Speaking Anxiety in EFL Classroom

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v2i4.p581-587 ◽

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

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The philosophy of Be, Know, and Do in forming the 21st-century military war-front competencies: a systematic review

Defence Studies ◽

10.1080/14702436.2021.1937135 ◽

2021 ◽

pp. 1-50

Author(s):

Devika Sangwan ◽

Punita Raj

Keyword(s):

Systematic Review ◽

21St Century

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Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review

IEEE Access ◽

10.1109/access.2021.3068858 ◽

2021 ◽

Vol 9 ◽

pp. 48952-48962

Author(s):

Bruno Peixoto ◽

Rafael Pinto ◽

Miguel Melo ◽

Luciana Cabral ◽

Maximino Bessa

Keyword(s):

Systematic Review ◽

Virtual Reality ◽

Foreign Language ◽

Language Education ◽

Foreign Language Education ◽

Immersive Virtual Reality

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

ReCALL ◽

10.1017/s0958344021000033 ◽

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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