Eglish Speaking Anxiety Level And Major Component Of Anxiety Of Undergraduate Engineering Students At Erode Sengunthar Engineering College, Tamil Nadu: A Descriptive Study

2021 ◽  
Vol 23 (11) ◽  
pp. 704-715
Author(s):  
Mr. Solomon V Anbuchelvan ◽  
◽  
Lt. Dr. N. Mythili ◽  
Keyword(s):  
Foreign Language ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Descriptive Study ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Point Scale ◽  
Speaking Anxiety ◽  
Undergraduate Engineering ◽  
Exam Anxiety

Speaking in English causes anxiety in learners’ mind and it acts as a filter. Anxiety impedes speaking in English which is a problem for the learners. This paper is intended to address the problem found in Erode Sengunthar Engineering College students. The study examines the level of anxiety and its major factor that filters the performance while speaking in English inside the classroom. 50 under graduate engineering students attended the study. For data collection a series of questionnaire of FLCAS developed by Horwitz in 1986, based on the Likert 5 point scale was administered. It also focuses on the performance of pupils most of whom feel more anxious about foreign language. The findings of this research reveals that more students are moderately affected . More importantly, the results show that students are extremely concerned about fear of negative evaluation (3.41) and the Exam Anxiety (3.27).

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.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

scholarly journals Foreign language classroom anxiety among English for Specific purposes (ESP) students

2018 ◽  
Vol 18 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Marian Amengual-Pizarro
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
English For Specific Purposes ◽  
Degree Programs ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
University Degree

This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.

scholarly journals Investigating Foreign Language Speaking Anxiety among the Kurdish EFL Students: A Case Study at a Public University

2021 ◽  
Vol 60 (1) ◽  
pp. 77-92
Author(s):  
Rawezh Mohammed Ibrahim ◽  
Latif Yahya Hamad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Negative Evaluation ◽  
First Year Students ◽  
Speaking Anxiety ◽  
English Classes ◽  
Efl Students

In the English as a Foreign Language EFL contexts from different settings, the issue of language learning anxiety has been extensively studies and investigated. However, in the Kurdish settings a few studies carried out about this issue, specially about speaking anxiety in English classes. Therefore, the aim of the present study is to investigate the level, major factor of foreign language speaking anxiety among the Kurdish EFL students and the students’ perspectives about foreign language speaking anxiety in the context of a university in Kurdistan. For achieving the study purpose, first year students (N=91) from English Department at a state university participated. The data regarding the level of EFL speaking anxiety gathered through administering a questionnaire (Foreign Language Anxiety Classroom Scale FLCAS) by (Horwitz et al. 1986), as well as through a semi-structured interview with the participants (N=18). The quantitative data were analyzed through descriptive statistics by using the SPSS software program (version 25), and the qualitative data were analyzed by content analysis. The results of the quantitative data illustrated that the students experienced a moderate level of EFL speaking anxiety, and the qualitative data confirmed the results whilst the participants perceived speaking as the most anxiety provoking factor. It was also found that fear of making mistakes, fear of negative evaluation, fear of speaking in front of others and immediate questions were as the major causes of the students’ speaking anxiety. This research contributes to the literature as it is the first to target FL speaking anxiety among Kurdish freshmen EFL learners.

scholarly journals English Language Anxiety of Tertiary Level Learners in Bangladesh: Level and Sources

2021 ◽  
Vol 14 (11) ◽  
pp. 49
Author(s):  
Abdullah Al Mamun
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
English Language ◽  
Negative Attitude ◽  
Principal Component ◽  
Peer Pressure ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Tertiary Level

The prime objectives of this study were to unveil the level of anxiety and the sources of English language anxiety of the tertiary level students of Bangladesh. Through a questionnaire survey using Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986), the study found that most of the tertiary level learners have high anxiety of English as a foreign language. Based on an exploratory factor analysis with principal component analysis and varimax rotation (Kaiser Normalization), a four-factor (communication anxiety, comprehension and test anxiety, fear of negative evaluation, and lack of anxiety) solution emerged. Following a close analysis of the EFA and other established valid models, the study found that six components, namely, speaking anxiety, fear of negative evaluation, peer pressure/social-image anxiety, comprehension-related anxiety, negative attitude towards class, and test anxiety were the main sources of anxiety, which need to be addressed for alleviating the anxiety of the students.

scholarly journals The Impact of Foreign Language Classroom Anxiety on Saudi Male Students’ Performance at Albaha University

2020 ◽  
Author(s):  
Elsadig Mohamed Khalifa Gawi
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Male Students ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Saudi Male ◽  
Classroom Anxiety

The present study aims at investigating the effects of foreign language classroom anxiety on Saudi male students’ performance at Albaha University. This study is going to answer the question if the FLCA has an effects on Saudi students’ performance. The participants of the study were (n=50) students, who enrolled in applied linguistics courses, level 2 in the College of Science and Arts in Almandaq in the second term (2018). The study ran a questionnaire for testing anxiety levels to the participants of the study to collect data. It contained fifteen elements, with the variables divided into three segments they are communicative apprehension, test anxiety, and Fear of negative evaluation, respectively. It also used a descriptive and inferential methods to investigate whether the students feel EFL anxiety. The study findings revealed a slightly higher level of communicative apprehension (3.6), a moderate level of test anxiety (3.4), and the participants experience a low level related to fear of negative evaluation (3.3). The calculated mean of overall hypotheses is (3.4) which suggests that the students suffer a moderate level of foreign language Classroom Anxiety. These findings explored significant effects of foreign language anxiety on the Saudi male students’ performance at Albaha University due to these variables, respectively. Besides, the results of this paper provided teachers and decision-makers with some recommendations and pedagogical implications that will enable them to overcome the male students’ language anxiety in the classroom in the Saudi setting, which will also help in achieving better learning outcomes.

scholarly journals A STUDY OF SPEECH ANXIETY AMONG ESL LEARNERS

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Noor Hanim Rahmat ◽  
Amirul Mukmin Abu Bakar ◽  
Akmal Haziq Zamri ◽  
Aida Nasuha Roslan ◽  
Ain Zuhraa Zakaria ◽  
...  
Keyword(s):  
English Language ◽  
Public University ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Esl Students ◽  
Speech Anxiety ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
Different Types ◽  
Esl Learners

This research investigated English as a second language (ESL) speaking anxiety faced by university students. Data was obtained through a group of 44 students in the undergraduate course, in public university in Malaysia through questionnaires in a Google Form. This study examined reasons of anxiety, types of anxiety, and methods to cope with the anxiety. The instrument is a questionnaire. The data was analysed using SPSS. The result of the analysis revealed that ESL students suffered from English language speaking anxiety. Furthermore, fear of negative evaluation and lack of confidence was proven to be the source of ESL speaking anxiety. Additionally, different students have different types of anxiety such trait anxiety and situation anxiety. In order to cope with anxiety, development of self-confidence is important. Preparation is another way to relieve language anxiety for instance implementation of roleplay or simulations. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0740/a.php" alt="Hit counter" /></p>

scholarly journals A snapshot of engineering education in Canada

2018 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Education Research ◽  
Learning Environment ◽  
Engineering Education ◽  
Engineering Students ◽  
Descriptive Study ◽  
Engineering Programs ◽  
Governing Body ◽  
Undergraduate Engineering ◽  
The Look ◽  
Engineering Education Research

Although all accredited engineering programs in Canada are assessed by the same governing body, each institution has its own set of expectations regarding its distribution of effort, the types of research conducted by its faculty, and the way it delivers its curriculum. Individual departments and programs each have their own strengths and challenges, but collectively they share the responsibility of educating tomorrow’s engineers.This paper presents a summary of the results of a descriptive study examining three aspects of engineering education in Canada: the balance and types of research, teaching, and service that engineering educators are doing, the level to which engineering educators are engaging with engineering education research, and the look and feel of the learning environment that undergraduate engineering students experience in accredited engineering programs in Canada.

scholarly journals The Effects of Asynchronous Computer Voice Conferencing on L2 Learners' Speaking Anxiety

2011 ◽  
Vol 41 (1) ◽  
pp. 33-63 ◽  
Author(s):  
María Isabel Charle Poza
Keyword(s):  
Foreign Language ◽  
Risk Taking ◽  
Time Pressure ◽  
Computer Anxiety ◽  
Anxiety Scale ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Increased Risk ◽  
Language Classroom

This study investigated the influence of a computer voice conferencing environment (Wimba) on learners’ anxiety when speaking in a foreign language. Several instruments were used for data collection: A demographic survey, the Computer Anxiety Index (CAIN), the Foreign Language Classroom Anxiety Scale (FLCAS), the Wimba Anxiety Scale, student interviews, and a rubric developed for the evaluation of risk-taking. Results indicate that there is a strong potential for the reduction of anxiety associated with the Wimba environment. This was due to the elimination of the time pressure of the classroom and opportunity to edit student contributions. Increased risk-taking, in terms of the quantity and quality of the output produced by students, and reduced fear of negative evaluation were also found in the electronic environment. The conditions of the facility where the Wimba environment is accessed, i.e. a language laboratory, were found to hinder Wimba’s anxiety-reducing potential.

scholarly journals Investigating Anxiety in an Indonesian EFL Speaking Classroom

2019 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
RAIS ABIN ◽  
Hariadi Syam
Keyword(s):  
Test Anxiety ◽  
State Anxiety ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Data Display ◽  
Online Questionnaire ◽  
Speaking Anxiety ◽  
Anxiety And Fear

Abstract.  This research aimed to explore the kinds of anxiety experienced by the students in learning speaking, and to examine the causes of the anxiety in learning speaking. This research employed descriptive qualitative method. The subjects of this research were 36 students consisting 19 females and 17 males selected to be research participants through conveniently selected sampling. The data of this research were collected by online questionnaire, and interview. The obtained data were analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed three kinds of anxiety experienced by the students in learning speaking namely trait anxiety, situational-specific anxiety, and state anxiety. Furthermore, the causes of speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation.

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