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.

scholarly journals Students’ Speaking Anxiety in English Education Study Program

ELT-Lectura ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 74-83
Author(s):  
Wandi Syahfutra
Keyword(s):  
English Education ◽  
Private University ◽  
Public University ◽  
Education Department ◽  
Study Program ◽  
Speaking Anxiety ◽  
English As Foreign Language ◽  
Self Confidence ◽  
Education Study ◽  
English Speaking

This study explores speaking anxiety: the identification of speaking anxiety in English education study program. Using a mixed methods approach, this research selected two different categories, students studying in English Education Department private university and those studying in English Education Department in public university as research participants. The findings suggest that the main factors of speaking anxiety causes at public university were essentially affected by nervousness and idea delivery. Nevertheless, English students in private university claimed that their dominant cause is rooted from self-confidence; considering mistakes and lecturers’ attitude during English speaking performance. This research is beneficial in enriching literature in the scope of English education department, especially in Indonesia and others state adopting English as foreign language. It is crucial to note that students’ voice is worth to listen, as a reflection for English teachers or lecturers identifying their students’ speaking anxiety to apply appropriate and a more effective learning method.   

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 EFL Students in Speaking Skill: Identifying English Education Students’ Perceptions of the Psychological Problems in Speaking

2020 ◽  
Vol 2 (2) ◽  
pp. 8-20
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
English Education ◽  
Psychological Problems ◽  
English Department ◽  
Education Students ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

This research focuses on students' English speaking problems, and this research aims to find out the most dominant problem of speaking in English as a Foreign Language (EFL) situation faced by the students of English Departement at Tidar University. The research method used in this research is the qualitative method. The writer uses a questionnaire as a tool for data collection. From the questionnaire, the problems that most dominant faced by the English education students of the English Department at Tidar University is Linguistic problems. Linguistic problems include less grammar, lack of vocabulary, and poor pronunciation. The next is psychological problems include, including lack of self-confidence, anxiety, and shyness. Meanwhile, instructor related problems did not have much effect on speaking problems for the students. In conclusion, Linguistic problems are the most dominant problem faced by the English education students of the English Department at Tidar University.

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 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>

Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

scholarly journals Speaking Anxiety of Students Learning Turkish as a Foreign Language: Instructors’ Experiences

2021 ◽  
Vol 5 (2) ◽  
pp. 333-352
Author(s):  
İzzet Şeref ◽  
Enes Çinpolat
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Sampling Technique ◽  
Structured Interview ◽  
Snowball Sampling ◽  
Internal Factors ◽  
Speaking Anxiety ◽  
Analysis Technique ◽  
Common Causes ◽  
Foreign Language Instructors

The purpose of present research is to examine the speaking anxiety observed by the instructors in their students in teaching Turkish as a foreign language settings. For this aim, phenomenology, one of the qualitative research methods, was used. The participants of the research are the instructors working in the Turkish teaching centers of various state universities who were reached through the snowball sampling technique. A semi-structured interview was used to collect the data from these tutorials. To analyze the data a content analysis technique with MAXQDA 2020 program was utilized. Instructors of Turkish as a foreign language stated that material and instructor proficiency are the most common factors in foreign language teaching, while motivation, attitude and anxiety are the most common internal factors. According to the results of the study, speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the students were the fear of being ridiculed, the thought of failure, and the lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety. These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.

scholarly journals Low proficiency students: can we help them to speak confidently?

2021 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Muriatul Khusmah Musa ◽  
Rushita Ismail
Keyword(s):  
Small Groups ◽  
Fairy Tale ◽  
Group Decision ◽  
Role Play ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
English Class ◽  
Equal Chance ◽  
Group Members ◽  
English Speaking

This action research was carried out to find out whether the speaking activities that were done during English lessons could encourage the low proficiency students to speak English confidently. These students admitted that they were afraid of speaking English, particularly in front of their classmates. They had very low self- confidence and felt very anxious when they were asked to speak or present in English. For this research, five speaking tasks were incorporated in the English class with the aim of building up students’ confidence and at the same time encouraging them to speak and participate in the English speaking activities. The five tasks were: self- introduction, fairy tale role-play, open mic, product advertisement campaign and group decision making. These activities were carried out individually as well as in small groups. In short, all the students were given an equal chance to speak English and actively participate as individuals and as group members. Students’ positive responses signify the speaking tasks have helped to reduce their speaking anxiety, build up their confidence in speaking English and improve their speaking skills.

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

scholarly journals Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

2015 ◽  
Vol 3 (1) ◽  
pp. 85-92
Author(s):  
Alastair Graham-Marr
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
English Education ◽  
Literature Circles ◽  
Student Understanding ◽  
Target Language ◽  
Classroom Activity ◽  
Language Classroom ◽  
Second Year ◽  
Schematic Knowledge

Abstract Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

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