scholarly journals Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Praxis medica ◽  
2020 ◽  
Vol 49 (1-2) ◽  
pp. 23-27
Author(s):  
Marina Malobabić ◽  
Ivana Nešić ◽  
Vesna Jokanović
Keyword(s):  
Coping Strategies ◽  
Great Part ◽  
Self Esteem ◽  
Demographic Variables ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Older Students ◽  
Testing Situation ◽  
Language Classroom ◽  
Different Types

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

scholarly journals Observing Anxiety in the Foreign Language Classroom: Student Silence and Nonverbal Cues

2020 ◽  
Vol 2 (1) ◽  
pp. 116-141
Author(s):  
Kate Maher ◽  
Jim King
Keyword(s):  
Foreign Language ◽  
Cognitive Processing ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Nonverbal Cues ◽  
Multiple Forms ◽  
Image Protection ◽  
Language Classroom ◽  
Foreign Language Classroom

This study looked at multiple forms of silence and nonverbal cues of language anxiety in the foreign language classroom to explore their functions from the perspectives of students. Using the Classroom Oral Participation Scheme (COPS) developed by King (2013), 18 hours of observation produced data on learners’ verbal and non-verbal participation behaviours in Japanese university EFL classes. The data was analysed using the COPS participatory categories. Three recurring forms of silent L2 behaviour were identified: short responses, use of L1, and non-talk. Semi-structured follow-up interviews were carried out with 14 studentswhose silent behaviour was observed and transcribed into a corpus of 43,711 words. In addition to facilitative functions of silence such as cognitive processing, interviewees reported using silence to navigate interpersonal interactions with their classmates and fear of negative evaluation by peers. Findings illustrate how anxious learners may limit social exchanges in the target language for image protection purposes. For example, some students used short responses to avoid revealing a different opinion to their partner that might lead to an awkward interaction. The results suggest that awareness of nonverbal cues and silent behaviour - with multiple forms and functions, should be explored further as an approach to detecting language anxiety in EFL contexts.

scholarly journals A Study of the Phenomenon of Bullying in Public Sector Secondary Schools in Gilgit, Gilgit-Baltistan

2021 ◽  
Vol VI (I) ◽  
pp. 361-368
Author(s):  
Kamal Ud Din ◽  
Mahvish Fatima Kashif ◽  
Maisam e Tammar
Keyword(s):  
Public Sector ◽  
Secondary Schools ◽  
School Children ◽  
Self Esteem ◽  
Structured Interview ◽  
Education Level ◽  
Older Students ◽  
Different Types ◽  
Bullying Behavior ◽  
Gilgit Baltistan

The purpose of this study was to assess teachers' understanding of the phenomenon of bullying and bullying-victim students' experiences in three public sector secondary schools in Gilgit, GB, Pakistan. Data were collected using a semi-structured interview and informal interactions with four teachers and three students. Teachers knew bullying as violence inflicted upon weaker students by older students. They seemed to be unsure of what includes 'bullying'. Resultantly, Rules and regulations at school with regard to bullying were also unclear. Many behaviors defined as 'bullying' in literature were ignored and accepted as a common form of behavior among school children. Parents' education level and social status indicated a relationship with bullying behavior. The victims, usually unheard of, also mentioned that they were teased by bullies more frequently, threatened with different types of further abuse if they reported to teachers or parents. They felt afraid, stressed, demotivated, felt low self-esteem, depressed. It is recommended that bullying should be curbed from the very beginning whenever noticed. Explicit strategies and their promulgation within the school should be in place.

scholarly journals Assessment Of The Anxiety, Depression And Coping Strategies In Diagnosed Cancer Patients

2013 ◽  
Vol 1 (1) ◽  
pp. 3-6
Author(s):  
Jincy Jose ◽  
Blessy Antony ◽  
Usha Ukande
Keyword(s):  
Coping Strategies ◽  
Cancer Patients ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Anxiety And Depression ◽  
Wide Range ◽  
Different Types ◽  
Males And Females ◽  
And Coping ◽  
Anxiety Depression

Across the world, there are people who suffer from different types of cancers. These patients suffer problems of anxiety and depression as the commonest psychological problems. Therefore, an exploratory study was conducted to assess the anxiety, depression and coping strategies in diagnosed cancer patients in selected hospital of Indore. Samples of 50 patients both males and females were taken for the study using non-probability purposive sampling technique. Assessment of data was done using standardized tools i.e. Hamilton's anxiety scale, Beck's Depression inventory and a set of 5 open ended questionnaire for the patients. Statistical findings revealed that there was no association between the level of anxiety and the socio demographic variables. The findings of the study revealed that majority of the cancer patients suffer from symptoms of anxiety (23 out of 50 patients, 46%) and depression (19 out of 50 patients, 38%) in their daily life. To adapt to these stressful conditions patients can use a wide range of diversional methods or coping strategies. In the study, it was found that patients used different coping strategies like watching television, engaged in spiritual activities and spending time with friends being the commonest methods.

scholarly journals English Language Anxiety: A Case Study on Undergraduate ESL Students in Malaysia

2020 ◽  
Vol 4 (1) ◽  
pp. p9
Author(s):  
Olivia Eloise James ◽  
Mansour Amini ◽  
Mojde Yaqubi
Keyword(s):  
Foreign Language ◽  
Coping Strategies ◽  
English Language ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Positive Thinking ◽  
Structured Interviews ◽  
Main Research ◽  
English Students ◽  
Basic English

The level of foreign language anxiety and the factors leading to the English anxiety level among English students were explored using a sequential mixed method with semi-structured interviews and survey. The interview was the main research tool to learn about students’ coping strategies in dealing with English language anxiety, while the survey was aimed to provide additional information to support the qualitative data. The questionnaire and the interview questions were adapted from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The participants of the study (11 interviewees and 33 questionnaire respondents) were selected purposively from the “Basic English” of a private university students in Malaysia. Analysis of the findings revealed that the students’ of Basic English were “slightly anxious” because of Fear of Negative Evaluation (m=3.16), “slightly anxious” about Communication Apprehension (m=3.07), “slightly anxious” about tests (Test Anxiety, m=3.02), and “not very anxious” about being in the Basic English class (m=2.9). Therefore, overall, the students were “slightly anxious”. The most common coping strategies used by Basic English students were “enquiring friends and lecturer”, “referring to sources such as Google and dictionaries”, “self-helping”, “self-motivation”, “positive thinking”, “shifting focus”, “doing revision”, “listening and understanding”, “self-reflect”, “trying to perform”, “calming down”, “acceptance, exercise”, “taking time to think”, “entertainment”, and “land laugh back to hide embarrassment”. Language educators are advised to prioritize their students’ social and emotional needs by removing or lessening the obstacles and challenges that the students go through when learning English by creating relaxed and non-threatening setting for the teaching and learning.

scholarly journals Mandarin Language Learning Anxiety Among Non-Chinese Learners: A Case of Universiti Teknologi MARA

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Hie Ling Ting ◽  
Jiin Yih Yeo ◽  
Vicky Chin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Third Language ◽  
Learning Anxiety ◽  
Chinese Learners ◽  
Language Classroom ◽  
Mandarin Language

Learning Mandarin as a foreign language or third language can be very difficult for non-Chinese learners. In the process of learning Mandarin, non-Chinese learners may experience certain level of foreign language anxiety. The objectives of this study are to investigate Mandarin language anxiety level and its associated factors among non-Chinese learners. This study involved 221 non-Chinese learners who enrolled in Introductory Mandarin Language in Universiti Teknologi MARA (UiTM), Sarawak. The instrument for this study included the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, Horwitz and Cope (1986). The collected data were analysed using Statistical package for Social Science (SPSS) 22. The results of the study indicated that most of the non-Chinese learners experienced a moderate level of anxiety while learning Mandarin. The main factor that contributed to their language anxiety was communication apprehension, followed by fear of negative evaluation and test anxiety.

scholarly journals The Relationship between Self-esteem and Second Language Anxiety among Hashemite University Students in Jordan

2019 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Esteem ◽  
The Self ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Hashemite University ◽  
The Relationship

The purpose of this study was to investigate the relationship between self-esteem and second foreign language. A random sample of 258 students Hashemite University participated in the current study. The foreign language classroom anxiety scale which was developed by horwitz and others and the self-esteem scale which was developed by Rosenberg were used to measure two variables, the self-esteem and foreign language anxiety consequently. The findings of this study revealed a strong negative correlation between self-esteem and foreign language anxiety and the study also revealed that self-esteem good predictor of foreign language anxiety. The findings also showed that there is a statically significant differences in the correlation between self-esteem and foreign language anxiety refer to faculty and academic year and there is no a statistically significant differences in the correlation between self-esteem and foreign language anxiety refer to gender. Many researchers refer to importance of affect in the language classroom. Language learning is an anxiety-provoking experience for many students. Affective factors which may have impacts on foreign language learning have been studied since past two decades. The most important affective e factors that have been received considerable attention and widely studied in educational context are language and self-esteem [1]. Self-esteem is one of the central drives in human beings. When the level of the self -esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear and other negative situations. In the context of language learning, low self-esteem can have serious consequences, student may avoid taking the necessary risks to acquire communicative competence in the target language, they may feel deeply insecure and even drop out of the class [2].

scholarly journals EFL Learners’ Speaking Anxiety in an EOP Program

2018 ◽  
Vol 3 (2) ◽  
pp. 193
Author(s):  
Rifki Irawan
Keyword(s):  
Coping Strategies ◽  
Video Recording ◽  
Structured Interview ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Qualitative Research Design ◽  
Language Classroom ◽  
Anxiety Levels ◽  
Occupation Level

This research aimed at describing students’ speaking anxiety in EFL classroom at occupation level. It investigated EOP students’ speaking anxiety levels, their sources of anxiety and their coping strategies to reduce it. This research involved eight students from two classes with different English abilities and employed a qualitative research design, embracing the characteristics of a case study conducted in PT Rekacipta Miratama Bekasi from December 2016 to March 2017. Three kinds of instruments were applied for this research: classroom observation, questionnaires (adapted from Foreign Language Classroom Anxiety Scale by Horwitz), and semi-structured interview. The data were collected by means audio and video recording to capture students’ sources of anxiety and their coping strategies and collaborated with a semi-structured interview. Those data were transcribed and coded by using the categorization from Alwasilahs’ coding strategy (2002) and obtained by quantifying questionnaires in order to know the students’ anxiety levels. The first finding reveals that the students who categorized as an anxious and a mildly anxious level had the highest percentage (each of them was 37%), while those who categorized as a relaxed and a very relaxed level had the lower of percentage (each of them was 17%). Secondly, the research participants who categorized as an anxious and a mildly anxious level stated that all FLA sources that are a communication apprehension, a test anxiety, and a fear of negative evaluation had similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this research were anticipation that belonged to compromise behaviors.    Keywords: Speaking Anxiety, Anxiety Levels, Anxiety Sources, Coping Strategies to Reduce FLA, EOP Students

scholarly journals Student Language Anxiety in Learning English (A survey to non-English Major students in rural area)

2018 ◽  
Vol 2 (2) ◽  
pp. 95
Author(s):  
Tuti Hidayati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Language Class ◽  
Language Classroom ◽  
English Major ◽  
English Classroom

Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.

scholarly journals Assessment Of The Anxiety, Depression And Coping Strategies In Diagnosed Cancer Patients

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Jincy Jose ◽  
Blessy Antony ◽  
Usha Ukande
Keyword(s):  
Coping Strategies ◽  
Cancer Patients ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Anxiety And Depression ◽  
Wide Range ◽  
Different Types ◽  
Males And Females ◽  
And Coping ◽  
Anxiety Depression

Across the world, there are people who suffer from different types of cancers. These patients suffer problems of anxiety and depression as the commonest psychological problems. Therefore, an exploratory study was conducted to assess the anxiety, depression and coping strategies in diagnosed cancer patients in selected hospital of Indore. Samples of 50 patients both males and females were taken for the study using non-probability purposive sampling technique. Assessment of data was done using standardized tools i.e. Hamilton's anxiety scale, Beck's Depression inventory and a set of 5 open ended questionnaire for the patients. Statistical findings revealed that there was no association between the level of anxiety and the socio demographic variables. The findings of the study revealed that majority of the cancer patients suffer from symptoms of anxiety (23 out of 50 patients, 46%) and depression (19 out of 50 patients, 38%) in their daily life. To adapt to these stressful conditions patients can use a wide range of diversional methods or coping strategies. In the study, it was found that patients used different coping strategies like watching television, engaged in spiritual activities and spending time with friends being the commonest methods.

scholarly journals Do prospective primary school teachers suffer from Foreign Language Anxiety (FLA) in Spain?

2019 ◽  
pp. 9-30
Author(s):  
Marian Amengual Pizarro
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Strong Association ◽  
Negative Evaluation ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
School Teachers ◽  
Primary School Teachers ◽  
Language Classroom

The main aim of this study is to investigate Foreign Language Anxiety (FLA) in relation to the teaching and learning of English as a foreign language. A total of 75 prospective primary school teachers at the University of the Balearic Islands (UIB) took part in this study. A small questionnaire that included the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The results of this study show that most participants experience average and high anxiety levels in the language classroom. Communication apprehension was reported to be the main source of FLA, followed by fear of negative evaluation and test anxiety. The findings also revealed the strong association between FLA, motivation, language proficiency and degree of self-confidence. Furthermore, the data indicate that the primary source of speaking anxiety is related to participants’ lack of English proficiency. This may have potential adverse effects on the confidence levels of L2 teachers, their target language use, and their instructional competence (Horwitz, 1996).

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