Speaking anxiety among Turkish EFL learners: The case at a state university, Journal of Language and Linguistic Studies (original) (raw)
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Speaking anxiety among Turkish EFL learners: The case at a state university
Journal of Language and Linguistic Studies, 2014
This study investigated the level, major causes, determining factors of foreign language speaking anxiety and students' perceptions of it in a Turkish EFL context. Pre-intermediate students (N=383) of an English preparatory program at a state university participated in the study. The data regarding the level of EFL speaking anxiety were collected through a questionnaire, and then, randomly selected participants (N=19) were interviewed to get in-depth data on speaking anxiety. The quantitative data were analyzed through descriptive statistics, and the qualitative data were analyzed via content analysis. Although the results of the quantitative data revealed that students experienced a low level of EFL speaking anxiety, the quantitative data demonstrated that most of the students perceive speaking skill as an anxiety provoking factor. It was also found that pronunciation, immediate questions, fears of making mistakes and negative evaluation are the major causes of EFL speaking anxiety. Finally, the present study puts forward that foreign language speaking anxiety is a separate phenomenon with its own sources, aspects, variables and effects on learners.
2019
In this study, L1 Turkish EFL students" speaking anxiety in native and nonnative instructors" classroom will be compared. Speaking is one of the critical skills in the teaching and learning process in second language acquisition and since it is based on the production of language, it is one of the most compelling ones for students. There are some causes which may negatively affect the process and anxiety is one of those factors, specifically in that it demotivates learners in the classroom environment: thus, this research aims to identify to the sources of speaking anxiety of L1 Turkish EFL students. This study was conducted at three universities in Ankara, the data was collected through a questionnaire and adapted from the Foreign Language Classroom Anxiety Scale (hereafter referred to as FLCAS), which was developed by Horwitz et al. (1986). The results show that there is no statistically significant difference between the learners taught by native and non-native instructors on the basis of learner"s gender and age. However, the length of learning was found to be effective in the comparison of the anxiety of learners and so, the participants with more years of instructions showed lower anxiety levels when compared to others.
Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University , 2019
The present study has been conducted to investigate the causes of English language speaking anxiety among EFL learners at Kandahar University. Furthermore, the second goal of the study to investigate the negative effects of speaking anxiety. This study uses a quantitative research approach. Similarly, the questionnaire had two parts the first part had comprised 14 items and the second part 7 items and applied randomly. Besides, the data analyzing was performed in SPSS (version, 24) and bring out the mean and standard division. Finally, the findings revealed those factors which caused EFL learners to feel anxiety during English speaking and numbered as follow: (1) I feel fear of making pronunciation mistakes, (2) I am afraid that my classmates will laugh at me when I speak English. (3) I feel worried during Performing communication orally. In addition, the following factors are the negative effects of anxiety on learners: (1) Anxiety limits my speaking fluency, (2) Anxiety causes me to become under pressure during presentation and (3) Anxiety decreases my oral performance and self-confidence.
Examining EFL students' foreign language speaking anxiety: The case at a Turkish state university
The present study examines EFL students' Foreign Language Speaking Anxiety (FLSA) and its possible reasons as well as some solutions to it. The participants were 147 Turkish students at the English preparatory program of a state university. A questionnaire was administered to the students from each proficiency level to explore their FLSA. The findings revealed that EFL students experience a moderate level of FLSA. Furthermore, female students seem to be highly anxious while speaking. Another striking point is that students' FLSA increases when communicating with a native speaker compared to with class members. As to the proficiency level of the students, FLSA does not seem to rest upon this aspect. This study concludes that encouraging EFL learners to participate in authentic contexts such as study abroad programs and addressing FLSA by appealing to both genders could be more contributory to language development and communicative competence of the learners.
FOREIGN LANGUAGE SPEAKING ANXIETY AND ANXIETY COPING STRATEGIES EMPLOYED BY TURKISH EFL LEARNERS
Anxiety plays a vital importance in language learning and it can affect language learning process especially language learners' productive skills. Some studies on speaking anxiety have indicated that there is a strong relationship between anxiety and success in speaking in foreign language classrooms and speaking has been recognized as one of the most anxiety-provoking skill. Learners of foreign language use some coping strategies to overcome this anxiety. For this purpose, this study was designed to investigate the levels of speaking anxiety of 232 Turkish EFL learners (124 females and 108 males) at tertiary level and the strategies they are using to cope with the English speaking anxiety. Two scales (Foreign Language Speaking Anxiety Scale and Anxiety Coping Strategies Scale) were used to gather data. The findings revealed that the majority of Turkish EFL learners, experienced foreign language speaking anxiety in varying degrees and many of them also applied particular strategies to overcome their foreign language speaking anxiety. Based on the results of the study the researchers made some recommendations.
It is beneficial and indispensable to know a foreign or a second language for people living in any country. In one sense, language is the proof of their existence. When people from different parts of the world come together to communicate, the language turns to be a foreign language for the others, and so need to learn a foreign language comes out. But as it is known learning a foreign language does not mean that only knowing the rules of any language, it also requires the use of language for communicative purposes. The purpose of this study is to determine the communication problems and anxiety of some Turkish EFL learners. This study was conducted at Samsun 19 Mayıs University, ELT Department. The study was set out to determine their oral communication problems. Participants were the 4th grade students of English language teaching department. For data collection a questionnaire was given to the students (25 were female and 7 were male). During the preparation of the questionnaire, view of 8 instructors from ELT department was taken. Randomly selected 8 students wereinterviewed.DataanalysiswasdonebySPPSandCronbach'salpha.Resultswere discussed and some solutions and suggestions were given.
The Efl Students’ Perception of Their Foreign Language Anxiety in Speaking Class
Jurnal Wahana Pendidikan, 2020
ABSTRACTThe purpose of this paper is aimed at investigating the factors that influence foreign language anxiety among the students in a speaking class, and how they perceive about overcoming foreign language anxiety. The present study used a questionnaire to find out the factors that influenced students’ foreign language anxiety. An interview was conducted in order to find out the students’ perception of their foreign language anxiety. It was found that students felt anxious when they were unable to comprehend communication in class (62.5%). Test and speaking in front of class became one of the factors that caused students to experienced anxiety (43%). On the other hand, fear of receiving bad comments from the teacher and the other students was the third factor that students experienced anxiety (61.8%). Through the semi-structured interviews, it showed that students reduced the anxiety by practicing the pronunciation, and memorizing the vocabulary. Besides, the teacher played a role...
This paper attempts to explore the language anxiety in speaking skill of Iranian EFL language learners from two different perspectives of language teachers and language learners. In doing so, it follows a qualitative method in the form of case study through in-depth semi-structured interviews with three experienced EFL teachers along with three EFL learners. Purposive sampling is conducted in order to choose these informants for the study. This research provided some alternative insights on language anxiety from two different perspectives. The results of the study showed that language anxiety could affect the speaking skills of learners by lowering the quality of oral performance as the anxiety increases. Further, as is clearly shown by the interview results, many of the accounts from the informants seem to generally validate the findings offered by earlier research on language anxiety. For instance, among the strategies to lower student anxiety in class is considered learner-centered approach that was agreed up on by both instructors and learners, but it is also maintained that there are some differences or gaps between the EFL teachers' and learners' perceptions on the role of anxiety in EFL classroom settings. Finally, based on the viewpoints of the EFL teachers and students there are suggested some strategies to confront, control, and alleviate anxiety in speaking of EFL learners.
Language teaching and educational research, 2021
Foreign language anxiety is an inevitable factor in the learning process, and it is believed that it is experienced mostly in productive skills especially in speaking since it is perceived as the most challenging skill in a foreign language. This study aims to reveal the current situation of research conducted in the 21st century upon investigating foreign language speaking anxiety (FLSA) in Turkey in order to identify what has been done so far and to find the research gap to be filled by future researchers. This study adopts the meta-synthesis method which is an intentional approach aiming to bring studies together to synthesize and interpret data through qualitative studies. 24 Turkish-context qualitative studies, chosen according to their publication year, and the ones conducted in the 21st century were analysed thematically in order to reach new interpretations. The findings revealed six main themes as sources of anxiety, i.e., exploring some techniques and methods to decrease foreign language anxiety, teachers' perceptions towards FLSA, overcoming strategies against speaking anxiety, the effect and results of speaking anxiety upon learners and their communication & performance and identifying an ideal anxiety-free classroom setting.