scholarly journals The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes

2022 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Takako Inada
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Peer Pressure ◽  
Japanese Language ◽  
Ideal Class ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Interview Survey ◽  
Anxiety Levels

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants’ anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.

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

PERSONALITY TYPE TENDENCY TOWARD STUDENTS’ SPEAKING ANXIETY

2020 ◽  
Vol 8 (1) ◽  
pp. 57
Author(s):  
Balqis Husain ◽  
Megawati Basri ◽  
Jasmal Martora ◽  
Amrin Sibua ◽  
Irwan Gogasa
Keyword(s):  
Foreign Language ◽  
Personality Types ◽  
Personality Test ◽  
Speaking Anxiety ◽  
Speaking Test ◽  
Eysenck Personality Inventory ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking

Pupils at the eleventh grade of SMA N 1 Morotai have different personality types, most of whom often feel anxious when speaking. This research is aimed at finding out whether or not introvert and extrovert personality types have correlation with pupils’ level of anxiety in speaking English. This research is quantitative in nature, using causal- correlative method. The population of the research was all pupils in the seventh grade of SMA N 1 Pulau Morotai. The total number of population was 140 pupils but 105 pupils were selected to participate as the sample of this research. In choosing the sample, the researchers applied Krejchie- Morgan’s table with 5% error rate. In terms of data analysis, the researchers took two instrument tests; namely personality test and level of anxiety during English speaking test. To know the personality types of the pupils, the researchers utilized Eysenck Personality Inventory (EPI) test. Questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS), on the other hand, was used to know the students’ level of anxiety. Result of hypothesis testing analysis shows that there was no significant difference in the level of speaking anxiety between the pupils who have introvert and extrovert personality types. The value of sig 0.264 was found to be higher than α = 0.05.

scholarly journals Exploring the relationship between language learning beliefs and foreign language classroom anxiety

2020 ◽  
Vol 10 (2) ◽  
pp. 367-384
Author(s):  
Radmila Palinkašević ◽  
Jovana Brkić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Beliefs ◽  
Strong Connection ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Language Learning Beliefs ◽  
Classroom Anxiety

Language learning beliefs and foreign language classroom anxiety present two extremely important factors in language learning. This paper explores these two factors and their complex relationship in students at the Preschool Teacher Training College in Vršac and Teacher Training Faculty in Belgrade (Vršac campus). Both quantitative and qualitative research models were implemented in the study. The quantitative analysis used BALLI (Beliefs about Language Learning Inventory) and FLCAS (Foreign Language Classroom Anxiety Scale) as instruments, and latter implemented a correlational analysis to see which language learning beliefs had a strong connection with anxiety levels. Ten language learning beliefs showed a significant correlation with foreign language classroom anxiety levels. These beliefs were placed into five belief categories which were used as a starting point in the qualitative analysis. For the qualitative analysis language learning histories were used. The process produced two additional language belief categories which showed a strong connection with foreign language classroom anxiety. The research proposes which language learning beliefs teachers should first promote in order to establish a positive attitude towards language learning without high levels of anxiety along with other suggestions for the change and promotion of language learning beliefs and the lowering of classroom anxiety.

scholarly journals LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS

2018 ◽  
Vol 1 (4) ◽  
pp. 436
Author(s):  
Meliyana Imelda ◽  
Junia Fajardini
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
English Teaching ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Classroom Anxiety

This study entitled “LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS” was to observing students’ anxiety levels through the songs. In this case, the writers compared levels of students’ anxiety in English teaching with songs and English teaching without songs. The participants were two classes consisted 30 students, 15 students from XI Putra and 15 students from XI Putri. The data in this study were collected by giving Foreign Language Classroom Anxiety Scale questionnaire by Horwitz et al (1986). The FLCAS questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oetting’s scale to categorize anxiety levels. The study showed that there was a significant difference between class that used English songs method and class without used English songs method. The class with songs was relaxed while the class without songs was mildly anxious.Keywords: Songs, English Songs, Anxiety

scholarly journals An Investigation Of Foreign Language Classroom Anxiety And Its Relationship With Students Achievement

2010 ◽  
Vol 7 (11) ◽  
Author(s):  
Riffat-un-Nisa Awan ◽  
Musarrat Azher ◽  
Muhammad Nadeem Anwar ◽  
Anjum Naz
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Language Anxiety ◽  
Male Students ◽  
English Classes ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety ◽  
Learning English

The present study examines anxiety in English undergraduate classes with regard to the type of situations that provoke anxiety during different stages of the learning process and the relationship of anxiety with learners’ achievement. Participants of the study include 149 undergraduates enrolled in second and sixth semester of different departments of University of Sargodha who are learning English as a foreign language. The questionnaire used in this study is the abbreviated form of Foreign Language Classroom Anxiety Scale (FLCAS). An inventory is also used to determine different situations that provoke anxiety. Finally, students’ GPA in English classes is taken to find its relationship with language anxiety. The results show that language anxiety and achievement are negatively related to each other. It is also found that female students are lessanxious in learning English as a foreign language than male students. ‘Speaking in front of others’ is rated as the biggest cause of anxiety followed by ‘worries about grammatical mistakes’, ‘pronunciation’ and ‘being unable to talk spontaneously’. It is suggested that the classroom environment should be encouraging and motivating. Moreover, teachers need to deal with anxiety-provoking situations carefully.

scholarly journals The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

2017 ◽  
Vol 14 (1) ◽  
pp. 571
Author(s):  
Mehtap Bademcioglu ◽  
Hakan Karatas ◽  
Atilla Ergin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Motivational Beliefs ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Regulation Strategies ◽  
Classroom Anxiety

Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals’ language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and self-efficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students’ foreign language classroom anxiety. 

scholarly journals How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

2021 ◽  
Vol 3 (2) ◽  
pp. 86-98
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Secondary Students ◽  
Classroom Environment ◽  
Pearson Correlation ◽  
Environment Interaction ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

scholarly journals ANALYSIS STUDENTS’ ANXIETY IN LEARNING SPEAKING USING DRILL METHOD

2018 ◽  
Vol 1 (5) ◽  
pp. 600
Author(s):  
Wina Juwitawati ◽  
Andiany Retno Pratiwi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spoken Language ◽  
Anxiety Scale ◽  
Speaking Anxiety ◽  
Know How ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Speaking Skill ◽  
Academic Year

Speaking skill is one of the most difficult aspects of language learning. Students find it difficult to express themselves in spoken language. This research is to know how far the anxiety students in learning speaking. Anxiety analysis is very important because it will affect the extent to which goals will be achieved. Researchers analyze level of anxiety in learning speaking used drill method and also used FLCAS ( Foreign Language Classroom Anxiety Scale) questionnaire by Howritz et al (1986) for collecting data. The FLCAS data questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oeting’s scale. The researchers take 20 students from X mipa 1 of SMA Pasundan Cikalongkulon Cianjur in the academic year 2017/2018. In conclusion the research showed that there is a significant and it is difference indicated that drill method was effective in reduced students’ anxiety in learning speaking.Keywords: Speaking, Drill method, Anxiety

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.

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