Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University

2019 ◽  
Vol 2 (2) ◽  
pp. 10-21
Author(s):  
Ahmad Anwari
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Research Approach ◽  
Oral Performance ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
English Speaking

The present study has been conducted to investigate the causes of English language speaking anxiety among EFL learners at Kandahar University. Furthermore, the second goal of the study to investigate the negative effects of speaking anxiety. This study uses a quantitative research approach. Similarly, the questionnaire had two parts the first part had comprised 14 items and the second part 7 items and applied randomly. Besides, the data analyzing was performed in SPSS (version, 24) and bring out the mean and standard division. Finally, the findings revealed those factors which caused EFL learners to feel anxiety during English speaking and numbered as follow: (1) I feel fear of making pronunciation mistakes, (2) I am afraid that my classmates will laugh at me when I speak English. (3) I feel worried during Performing communication orally. In addition, the following factors are the negative effects of anxiety on learners: (1) Anxiety limits my speaking fluency, (2) Anxiety causes me to become under pressure during presentation and (3) Anxiety decreases my oral performance and self-confidence.

scholarly journals Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University

2019 ◽  
pp. 10-21
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Research Approach ◽  
Oral Performance ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Self Confidence ◽  
English Speaking

The present study has been conducted to investigate the causes of English language speaking anxiety among EFL learners at Kandahar University. Furthermore, the second goal of the study to investigate the negative effects of speaking anxiety. This study uses a quantitative research approach. Similarly, the questionnaire had two parts the first part had comprised 14 items and the second part 7 items and applied randomly. Besides, the data analyzing was performed in SPSS (version, 24) and bring out the mean and standard division. Finally, the findings revealed those factors which caused EFL learners to feel anxiety during English speaking and numbered as follow: (1) I feel fear of making pronunciation mistakes, (2) I am afraid that my classmates will laugh at me when I speak English. (3) I feel worried during Performing communication orally. In addition, the following factors are the negative effects of anxiety on learners: (1) Anxiety limits my speaking fluency, (2) Anxiety causes me to become under pressure during presentation and (3) Anxiety decreases my oral performance and self-confidence.

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals The Effects of Anxiety Toward Acehnese Students' English Speaking Ability

2020 ◽  
Author(s):  
Habiburrahim Habiburrahim ◽  
Risdaneva Risdaneva ◽  
Ghina Putri ◽  
Syarifah Dahliana ◽  
Safrul Muluk
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Structured Interview ◽  
Target Language ◽  
Depth Information ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
English Speaking ◽  
The Subject

In this study, we analyzed the effects of speaking anxiety of Acehnese students in English learning classroom by looking at the causes of students’ speaking anxiety and their strategies in coping with it. The researchers used purposive sampling to select the participants of this research. Ten respondents from sophomore students of Department of the English Education at Teacher Training Faculty of Ar-Raniry State Islamic University in Aceh, Indonesia were selected by identifying their answers of Foreign Language Speaking Anxiety questionnaires developed by Horwitz et al. (1986). To have in-depth information on the subject matter, a semi-structured interview was employed. The results of this research showed that speaking anxiety caused some negative effects to Acehnese students’ speaking ability, which could be observed through the difficulties in constructing sentences and expressing the idea when they spoke in the target language. Low self-confidence, lack of competency, and being afraid of making mistakes were some of the factors considered as the major causes of speaking anxiety that could debilitate students’ classroom participation.

Anxiety in academic speaking situations among EFL majors: a case study

2021 ◽  
Vol 11 (1) ◽  
pp. 115-132
Author(s):  
Biljana Radić-Bojanić ◽  
Jagoda Topalov
Keyword(s):  
English Language ◽  
Language Skills ◽  
The Self ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Response Variable ◽  
Explanatory Variables ◽  
Perceived Difficulty ◽  
Language And Literature

Abstract In the study reported a total of 145 students pursuing the academic title of a BA in English language and literature were tested with the aim of establishing which explanatory variables have the independent power to explain the level of English language speaking anxiety. The instrument used in the study was taken from Yaikhong et al. (2012) and adapted for the purposes of the current investigation. The response variable in the study was the average level of anxiety measured by means of the questionnaire, whereas the explanatory variables included gender, the year of study, the number of presentations students gave during the course of their studies, the grade in language skills, the expected grade, the self-perceived proficiency and the perceived difficulty of the English language. The results reveal that gender, the expected grade and the self-perceived proficiency can account for the variation in the levels of anxiety among students. The paper ends with suggestions of interventions for helping students cope with the negative effects of anxiety on their speaking performance and learning experiences.

scholarly journals English Language Speaking Anxiety, Self-Confidence and Perceived Ability among Science and Technology Undergraduate Students: A Rasch Analysis

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Kamal J I Badrasawi ◽  
Noor Lide Abu Kassim ◽  
Ainol Madziah Zubairi ◽  
Elia Md Johar ◽  
Siti Sakinah Sidik
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Science And Technology ◽  
Oral Communication ◽  
Academic Program ◽  
Survey Method ◽  
Speaking Anxiety ◽  
Perceived Ability ◽  
Self Confidence ◽  
English Speaking

The purpose of this paper is to analyse English language speaking anxiety, self-confidence, and perceived ability in English oral communication among Science and Technology undergraduate students. It also aims to identify any significant differences in these constructs based on selected students’ demographic variables. The study employed the survey method with a 41-item questionnaire administered to a voluntary response sample of three hundred 3rd and 4th-year science and technology undergraduates from three Malaysian public universities. The Polytomous Rasch model was used to analyse the data. The analysis showed that the participants experienced English speaking anxiety, low confidence, and high perceived ability in English oral communication. There were significant mean differences in English speaking anxiety across the type of university as well as in confidence and perceived ability based on academic program. The participants were more confident and could perform better in familiar situations and communicate on familiar topics to familiar audiences. The findings suggest that the participants need more training on English oral communication. More authentic situations are also needed for them to practise and improve their proficiency levels. Other suggestions include providing lecturers with training modules, re-assessing the current language policies, and implementing certain programmes at the tertiary education level. Language programmes could be directed towards more social situations to enable undergraduates to make English a social practice, lower English speaking anxiety, and boost confidence.

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals English phonological errors by Kimakunduchi speaking EFL learners in Zanzibar

2020 ◽  
pp. 121-141
Author(s):  
Salim A. Mohamed ◽  
Erasmus A. Msuya
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Quantitative Research ◽  
English Language ◽  
First Language ◽  
Research Approach ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Phonological Errors ◽  
Consonant Sounds

The aim of the present study was to find the phonological errors on segmental level involving selected consonant sounds which are produced by Kimakunduchi speaking English as Foreign Language (EFL) learners in Zanzibar. Specifically, the study sought to provide the evidence of cross-linguistic influence involving phonological transfer on segmental level. The study employed two sampling techniques: stratified and random sampling. The data for this study were collected from three secondary schools located at Makunduchi district in Unguja Island –Makunduchi, Kusini, and Kizimkazi secondary schools – using the oral interview and observation. The data were analyzed with the use of both qualitative and quantitative research approach. The study was guided by the transfer theory (reference needed) which was one of the components of Selinker’s (1992: 209) interlanguage theory. The findings revealed that, to a large extent, native Kimakunduchi speakers of EFL tended to transfer the sounds existing in their L1, or even in Kiswahili, into English. The transfer was done because of the nonexistence of the particular sound in the students’ native language or because of the discrepancy of spelling and pronunciation in English language. The study concludes that an articulation of vowels is more complex compared to consonants because of their absence in the first language (L1) or because of the confusion of spelling and pronunciation in English as FL. Thus, the study recommended that serious measures should be taken from both education holders to make sure that the learners could be able to pronounce English phonemes/words correctly.

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.

Japanese English Majors’ Experiences and Attitudes to Study Abroad: A Case Study of Students at a Private University in Tokyo

2020 ◽  
Vol 13 (2) ◽  
pp. 38-52
Author(s):  
Anthony Tobin
Keyword(s):  
Study Abroad ◽  
English Language ◽  
Private University ◽  
Studying Abroad ◽  
Short Term Study ◽  
Overseas Travel ◽  
Recent Trends ◽  
English Speaking ◽  
Japanese English

This study investigates both the benefits of and recent trends in studying abroad for Japanese students and examines the results of a survey on study abroad taken by students majoring in English at a private university in Tokyo. Statistics from JASSO showed that the trend in study abroad before 2020 was for an increasing number of Japanese university students to spend a period of time studying abroad, though most of the increase was in short-term study. The English language questionnaire sought to discover what proportion of a group of seventy-two students had already studied abroad, or planned to do so, and to establish whether those who had gained experience had benefited from it, as well as detailing student anxieties which may have deterred students from studying abroad. The survey on study abroad, taken in January 2018, had a 100% response rate. Twenty-three (32%) of the students answered that they had already studied abroad, mostly for short durations in English-speaking countries. Most of the students who studied abroad had a positive experience, reputedly improved their English skills and recommended that other students study abroad. Twenty-six (53%) of the students without study abroad experience were planning to study abroad, even though they had some issues which concerned them, such as their ability to communicate in English, personal safety, and financial matters. The main reason for not electing to study abroad for this particular sample was found to be related to the overall costs of overseas travel, accommodation, and tuition. この研究では日本人学生に対する留学の利点および最近の留学の傾向を調べ、さら に東京の私立大学で英語を専攻している学生に対して実施した留学についての調査 の結果を検討している。JASSO の統計によると、２０２０年までは留学する日本人 大学生の数は増加傾向であったが、そのほとんどは短期留学であった。英語で行わ れたアンケート調査の目的は、著者の三つのクラスの７２名の学生のうちの何割が 留学経験がある、もしくは留学の予定があるか、またすでに留学した学生はその経 験から恩恵を受けたと感じているか、学生は留学をするにあたってどのような不安 を持つか、さらに留学しないと答えた学生の場合は留学しない理由を明らかにする ことである。２０１８年１月に行われた調査の回答率は１００パーセントであっ た。２３人（３２パーセント）の学生は留学経験があり、ほとんどの場合が英語圏 の国への短期留学である。留学経験のある学生の大半数が有益な経験ができ、英語 力が上達したと感じており、他の学生に留学を勧めると答えている。留学経験のな い学生の２６人（５３パーセント）が留学する予定だが、英語のコミュニケーショ ン、安全、金銭などについて不安を感じていた。留学しない理由については、旅 費、宿泊代、授業料など経済的な理由が大半であった。

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