The relationship between anxiety and foreign language oral proficiency ratings (original) (raw)
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Foreign Language Anxiety and Its Impacts on Students’ Speaking Competency
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Anxiety may either have negative or positive impacts on one’s learning process. It is possible that anxiety may deteriorate the quality of learning process by making the learner intellectually and psychologically disturbed. In other cases, anxiety may increase students’ learning motivation due to the feeling of pressure. This study aimed to investigate the factors that contribute to students’ foreign language anxiety and its impacts on their speaking competency. The participants are university students taking English Conversation Class. Classroom observations were done to evaluate students’ speaking performance. Other instruments were Foreign Language Class Anxiety Scale (FLCAS) questionnaire and interviews. The results showed that the students had slightly high anxiety level; and there was an invert relationship between the anxiety level and the speaking scores. Several major factors that cause anxiety among the students have been identified, and it was also seen that anxiety has i...
Foreign Language Learning Anxiety Factor and Its Effects on Students’ Oral Production
As it is widely known that while learning a foreign language both students and teachers are affected by language learning anxiety. The purpose of this study is to provide a review of related literature on studies on foreign language anxiety (FLA). The possible factors that affect language anxiety level are also investigated. These factors are gender, social status, method used in the classroom etc. In this study the relation between language anxiety and students performance (oral production) was investigated and possibly reasons of that language anxiety was tried to explain. Finally, some suggestions are given to overcome the foreign language anxiety (FLA) to both language teachers and language learners.
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The purpose of this study was to stabilize EFL students’ Foreign Language Anxiety level which affected their speaking performance. The goal was achieved through the implementation of positive feedback, non-offensive manner of correction, and lenience towards making mistakes. The design was a classroom action research. The techniques were implemented to 18 students for six weeks. Speaking tests and the FLCAS were administered before and after the implementation. The results of the speaking test showed that students below the Good level improved at least level higher in speaking. The results of the FLCAS showed that students who previously had high-anxiety shifted to moderate-anxiety and improved their speaking ability.
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This study is concerned with possible relationships between general foreign language classroom anxiety (FLCA), foreign language reading anxiety (FLRA), gender, extended overseas experience, and classroom performance. Versions of previously published measurement scales (the FLCAS and the FLRAS) were administered to three different groups in nine intact firstsemester English classes (252 students) at a Japanese university. Based on this data, the possible relationships between the two theoretical constructs of foreign language classroom anxiety and foreign language reading anxiety, and the variables of gender and extended overseas experience were explored. The results of the analysis suggest that the factor related to self-confidence in speaking English seemed to be significantly affected by overseas experience. Following this, the first-year student subgroup data was analysed for possible predictors of success in required English classes. It was demonstrated that self-confidence in speaking English, gender and proficiency played an important role in classroom performance of firstyear students. #
The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability
Journal of Language and Education
Although anxiety in the foreign language learning context has been studied extensively, the anxiety experienced by foreign language teachers, who are important stakeholders of classroom contexts and language learners themselves, seems to be overlooked. While research mainly focuses on foreign language anxiety in a learning context, there is not sufficient research to contextualize foreign language teaching anxiety (FLTA). In addition, in the current literature, few studies were performed to measure FLTA. In light of this, this study aims to present the preliminary results of the validity and reliability of the Foreign Language Teaching Anxiety Scale (FLTAS). A background questionnaire and the FLTAS were administered to 100 senior pre-service teachers of English as a foreign language (EFL), before performing Cronbach’s Alpha and exploratory factor analysis. The findings showed that the scale obtains a high reliability coefficient and internal consistency in a five-factor solution. Th...
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Background: Self-efficacy and anxiety associated with foreign language learning are now recognized as two critical affective factors in foreign language learning. However, little is known about the relationships between these two affective variables and learners' performance while speaking. As a result, the current research aims to determine: EFL learners' self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the relationship between speaking performance and self-efficacy, speaking performance and FLLA, and selfefficacy and FLLA. Methodology: This research enlisted the participation of seventy sixth-semester students. Three testing instruments were used: a self-efficacy questionnaire, an FLLA questionnaire, and one speech test to assess students' speaking abilities. Findings: Based on these findings, the null hypothesis (Ho) was rejected while accepting the alternative hypothesis (Ha). As a result, there was a substantial positive association...
Anxiety in Second Language in Relation to Students’ Speaking Performance
Sprin Journal of Arts, Humanities and Social Sciences
Language anxiety is thought to hinder language learning, and if the learners are truly anxious in class, they are probably not fully engaged, if at all. With the help of the Foreign Language Speaking Anxiety Scale (FLSAS) and a free-speaking exercise, this study intends to ascertain the association between language anxiety and speaking performance among undergraduate and graduate students. Frequency count, percent, mean, and Kruskal Wallis were used as statistical techniques to total, tabulate, and further analyze and interpret scores. An extensive, unstructured phenomenological interview with the students was undertaken to ascertain the causes of their language anxiety, and the thematic analysis was carried out using Giorgi's phenomenological method. Students did less satisfactorily in speaking performances and were found to be moderately worried. Language anxiety and speaking abilities, particularly in vocabulary and comprehension, are significantly correlated. This is ascribe...
The study was conducted to understand the language learning anxieties and how these affect students' speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents' oral performance.