scholarly journals Lower Secondary Students’ Arabic Speaking Anxiety: A Foreign Language Literacy Perspective

2020 ◽  
Vol 8 (4) ◽  
pp. 33
Author(s):  
Mohd Ieruwan Mohamed Mokhtar
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Secondary Students ◽  
Arabic Language ◽  
Language Teachers ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
And Performance

Speaking in a foreign language classroom can be extremely anxiety-provoking for some students. There are many studies on foreign language anxiety (FLA). The studies show that anxiety influences achievement and performance in speaking. However, most of the previous studies have investigated FLA in English-speaking contexts. Hence, this study aims to investigate speaking anxiety among Arabic Language learners in secondary schools from the Federal Territory of Kuala Lumpur, Malaysia. The students (n=40) were selected following the random sampling method. The established questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) was used for collecting the data. This questionnaire consists of four factors namely test anxiety, communication apprehension, anxiety in the classroom and fear of negative evaluation. The researcher followed descriptive statistical methods including means and standard deviation values to address the research questions. The study shows that the process of learning the Arabic Language has significant impact on students in learning a foreign language, especially in daily secondary schools. The findings show several concerns exist among the students while speaking Arabic in the classroom. The results can help Arabic Language teachers to understand students’ anxiety in the process of teaching the language in the daily/non-boarding secondary schools which will contribute to literacy of Arabic Language at large.

scholarly journals Using Rasch Analysis to Create and Evaluate a Measurement Instrument for Foreign Language Classroom Speaking Anxiety

2013 ◽  
Vol 35 (1) ◽  
pp. 5 ◽  
Author(s):  
Matthew Apple
Keyword(s):  
Foreign Language ◽  
Rasch Model ◽  
Measurement Instrument ◽  
Language Teachers ◽  
Learning Context ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Using Data ◽  
Instrument Creation

Despite the existence of skill-specific anxiety instruments measuring reading anxiety, writing anxiety, and listening anxiety, there is still no single measurement instrument specifically designed to measure levels of speaking anxiety. This research had two purposes. The first was to provide for classroom-based foreign language teachers and researchers an example of the advantages of Rasch model analysis, the use of which is increasing in first-language educational contexts for measurement instrument creation and validation. The second purpose was to create and evaluate an instrument for measuring foreign language speaking anxiety within the classroom in an EFL learning context, in which few native speakers of the language are available for interaction. Using data from a sample of Japanese university students (N = 172), the Rasch model identified misfitting items and examined the construct validity of a 20-item questionnaire to measure levels of Foreign Language Classroom Speaking Anxiety (FLCSA). リーディング、ライティング、リスニングといった特定のスキルに関する不安を測定する手段はあるが、スピーキング不安のレベルを測定する手段は現在のところ存在しない。本研究の目的は二つある。一つ目は、教室で教える外国語教師や研究者にラッシュモデル分析の利点の例を示すことである。ラッシュモデルによる分析は、第一言語の教育環境において、測定手段の作成やその妥当性を高める目的でますます使用されるようになっている。本研究の二つ目の目的は、母語話者とのやりとりの機会がほとんどない「外国語としての英語」を学ぶ教室において、外国語スピーキング不安を測る手段を作成し、評価することである。日本の大学生（N=172）のデータを使用し、外国語スピーキング不安（FLCSA）の度合いを測定する20項目からなる質問紙からラッシュモデルにより不適当な項目を割り出し、構成概念妥当性を検証した。

Using Classroom Assessment Data to Guide Instruction

2019 ◽  
pp. 227-251
Author(s):  
Toni P. Johnson
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Classroom Assessment ◽  
Language Teachers ◽  
Assessment Data ◽  
Foreign Language Teachers ◽  
Data Collection And Analysis ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Authentic Data

It is important that assessments used in a classroom reflect the standards that students are expected to achieve. When this occurs, the data collected can be used as indications of a student's proficiency in a language. This chapter focuses on how the data collected in the classroom can be used to guide instruction. The author begins with an overview of assessments that are available to foreign language teachers. This is followed by information on data collection and analysis. The second half of the chapter focuses on how to use the data to develop lessons that provide all students with the instruction they need in order to be successful in the foreign language classroom. Examples of analysis of authentic data and changes in classroom elements, as well as the need for a mastery mindset, are also presented.

scholarly journals Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

2015 ◽  
Vol 8 (12) ◽  
pp. 209 ◽  
Author(s):  
Armineh Martirossian ◽  
Anahid Hartoonian
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
Strategy Use ◽  
Negative Evaluation ◽  
Self Regulated Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Regulated Learning ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

<p>Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are two important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich &amp; De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, &amp; fear of negative evaluation) and SRLSs (cognitive strategy use &amp; self-regulation).</p>

Institutionalized utterances, literature, and language teaching

2000 ◽  
Vol 9 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Ian MacKenzie
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Teachers ◽  
Epic Poetry ◽  
Foreign Language Teachers ◽  
Huge Number ◽  
Linguistic Performance ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Lexical Phrases

Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.

scholarly journals The influences of lecturers on foreign language classroom anxiety

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Norliani Norliani ◽  
Wulida Makhtuna
Keyword(s):  
Foreign Language ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Three Dimensions ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Strongly Agree ◽  
Academic Year ◽  
Classroom Anxiety

This study is to find out the influences of lecturers’ attitudes on foreign language classroom anxiety (FLCA) levels of students. The study has been carried out at the fifth semester students of English Departement of STKIP PGRI Banjarmsin academic year 2015/2016. The data have been collected by means of questionnaire and interview, designed to measure the FLCA levels. The aim of which is to obtain information about the effects of lecturers’ attitudes on students with different anxiety levels. FLCA tested on three dimensions, communication apprehension, fear of negative evaluation, and test anxiety. It was a five point likert’s scale questionnaire, ranging from strongly agree to strongly disagree. Strongly agree was coded by (5) and strongly disagree was coded by (1). The interview and questionnaire were translated into Bahasa Indonesia to make it easy for students to understand. The result of the study have revealed that, in  the  classroom the level of anxiety increases by the influence of lecturers.

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 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.

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