scholarly journals Causal Relationship between School-Based Oral Performance with Communication Apprehension, Test Anxiety and Fear of Negative Evaluation

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Mohd Nazri Latiff Azmi ◽  
Rosnah Mohd. Sham
Keyword(s):  
Causal Relationship ◽  
Test Anxiety ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Oral Performance ◽  
School Based ◽  
Anxiety And Fear

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.

scholarly journals SPEAKING ANXIETY LEVEL OF EFL STUDENTS AT TENTH GRADE OF SENIOR HIGH SCHOOL 2 LUBUK SIKAPING

2020 ◽  
Vol 5 (2) ◽  
pp. 45-50
Author(s):  
Yola Ariani ◽  
Eliza Eliza ◽  
Merry Prima Dewi
Keyword(s):  
Test Anxiety ◽  
Communication Apprehension ◽  
Sampling Technique ◽  
Anxiety Level ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Speaking Anxiety ◽  
Tenth Grade ◽  
Efl Students ◽  
Speak Up

This research has been done because the researcher found some problems in speaking at the tenth grade at SMAN 2 Lubuk Sikaping. The first problem was the students nervous when they were asked to speak up. The second problem was the students had lack of confidence. The third problem was the students had a felt panic when their teacher gave test. The last problem was the students felt afraid the teacher inform the score of the meeting. This study aimed to find out the speaking anxiety level at tenth grade SMAN 2 Lubuk Sikaping.The design of this research was a descriptive quantitative research.The population of this research were tenth grade students that consist of 134 students. The students were divided into four classes.The researcher took 25 % of the population by using random sampling technique to determine the sample because the population is more than one hundred students and there are 34 students of this research. To collect the data, researcher used questionnaire to find out speaking anxiety level of the students.The result researcher found the data there were 3 components of speaking anxiety. The consist of communication apprehension, test anxiety and fear of negative evaluation. It was found that 89 total score of the students had moderately low anxiety level in communication apprehension. Then 94 total score of the students had moderate anxiety level in test anxiety. The last result found that 88 total score of the students had moderately low anxiety level in fear of negative evaluation. In conclusion, the students speaking anxiety level at the tenth grade at SMAN 2 Lubuk Sikaping based on those three components above was 90 total score which mean the students anxiety level in speaking was in moderate level.

scholarly journals THE WASHBACK EFFECT OF SCHOOL-BASED ORAL EVALUATION PERFORMANCE AND ITS CAUSAL RELATIONSHIP WITH FEAR OF NEGATIVE EVALUATION

2018 ◽  
Vol 2 (1) ◽  
pp. 1-16
Author(s):  
Rosnah Mohd Sham ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
Causal Relationship ◽  
English Language ◽  
National Curriculum ◽  
English Teachers ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Evaluation Performance ◽  
Structured Interviews ◽  
Évaluation Performance ◽  
School Based

This paper presents part of a study that investigates the washback effect of a School-Based Oral Evaluation (SBOE) performance from the teachers’ perceptions.  It also investigates the causal relationship between students who have passed in the school-based oral evaluation (SBOE) with fear of negative evaluation. The participants are 302 of form four students and four English teachers from the Putrajaya Federal Territory government secondary schools in Malaysia. It is a mixed-method study in which data were collected in sequential, analysed separately, and then explained. The quantitative data were collected by using FLCAS, the School-Based Oral Evaluation (SBOE) results and the qualitative data were collected from the semi-structured interviews with the English teachers and guidelines on SBOE from the Ministry of Education Malaysia. The quantitative method used descriptive statistical analysis, whereas the qualitative method used content analysis.  Students’ result in the mid-term examination 2017 had shown that they scored high marks in the SBOE.  The quantitative results revealed that the students experienced low mean level of fear of negative evaluation.  The teachers reported that students had shown positive attitude during the SBOE and English class interaction.  They were focused, confident, responsive and not panic.  There is a positive washback effect of SBOE on the students’ result. High results in SBOE affected the mean level of fear of negative evaluation. The partial eta-squared showed the value of 0.106 which is considered high.  This study suggests two broad future tasks.  The first task involves the development of national curriculum in English language which dependence upon oral English language.  The second task focuses on the development of English language training and skills for the English teachers.Keywords: washback effect, School-Based Oral Evaluation performance, causal relationship, fear of negative evaluation

scholarly journals Level of Language Anxiety in Classroom among Students in a Higher Education Institute in Malaysia

2021 ◽  
Vol 2 (1) ◽  
pp. 45-55
Author(s):  
Mohammad Ali Al-Saggaf ◽  
Fatimatul Amirah Najla binti Mohd Zawawi ◽  
Ali Hadi Al-Aidaros
Keyword(s):  
Higher Education ◽  
Test Anxiety ◽  
Quantitative Method ◽  
English Language ◽  
Communication Apprehension ◽  
Moderate Level ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Education Students ◽  
High Level

The study aims to identify Higher Education students' level of language anxiety in the classroom. Moreover, the study also investigated the Higher Education Institute students' level of anxiety in each of the components in English language. 236 students from a Higher Education Institute participated in this study. The quantitative method has been used in this study and a set of questionnaire was adapted from FLCAS that was developed by Horwitz et al. (1986). For the finding, the study found that Higher Education Institute students have moderate level of language anxiety. Therefore, the study also revealed that the Higher Education Institute students have a moderate level of language anxiety in the test anxiety component and fear of negative evaluation component. On the other hand, Higher Education Institute students' have a high level of language anxiety in the communication apprehension component. The current study could help future educators to acknowledge more on language anxiety and help educators to find a good solution for these students.

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.

Relationship between Fear of Negative Evaluation and Anxiety

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Ganesh Kumar J ◽  
Athilakshmi R ◽  
Maharishi R ◽  
Maya R
Keyword(s):  
Trait Anxiety ◽  
Random Sampling ◽  
Psychological Factors ◽  
Sampling Method ◽  
Simple Random Sampling ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
State Trait Anxiety Inventory ◽  
The Relationship ◽  
Anxiety And Fear

Anxiety is an important psychological phenomenon which influences everyone’s life. In other words everyone experience some sort of anxiety in a day to day life. Many people experience anxiety when they speak in front of public. For most people especially, students these feelings of anxiety start before they begin to speak and continue throughout the speech but subside immediately after the speech ends. Some may feel only slightly nervous whereas another may feel faded and nauseated. Like anxiety, fear of negative evaluation also one of an important psychological factors which negatively influences performance of students. With this background, the present study attempted to understand the relationship between these psychological factors of students deeply. A study was done at VIT University-Chennai among 64 students studying in different branches of engineering. Samples of the study are both hostel dwellers and day scholars. Of the 64 students, 33 were female and 31 were male, who were selected through simple random sampling method and survey research design was adopted. The tools used in this study are Fear of Negative Evaluation (FNE; Watson & Friend, 1969) and State Trait Anxiety Inventory (STAI; Speilberger, Gorsuch, Lushene, Vagg& Jacobs, 1983). The results showed that there is a significant positive relationship between anxiety and fear of negative evaluation. In other words the fear of negativism and State Trait Anxiety correlated highly positively.

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.

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