Foreign Language Speaking Anxiety among 2nd Year Baccalaureate Students in Morocco (original) (raw)
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Factors determining foreign language speaking anxiety: A study on high school students
Okul Yönetimi Dergisi, 2024
Numerous factors are known to significantly impact the process of learning a foreign language. These factors can influence learners' attitudes toward language learning, whether positively or negatively. It is essential for educators and trainers to take into account students' emotions and consider various factors in the teaching and learning of foreign languages. Recognizing the crucial role emotions play in language acquisition, this study aims to assess the level of foreign language speaking anxiety among 228 high school students, selected using purposive sampling, and to identify the factors influencing their anxiety. Data was gathered through the Foreign Language Speaking Anxiety Scale and demographic questions. The findings indicate that the participants experienced moderate levels of anxiety. Both descriptive and inferential statistics demonstrated that students' interest for English, prior experience abroad, and interest in English outside of academic requirements had a statistically significant impact on their foreign language speaking anxiety. The study also identified specific in and outclass activities that influenced anxiety levels. The most popular in-class activities included games, watching movies/short videos, songs, and pair/group work. Outside the classroom, students stated that they mostly engaged in listening to songs, watching movies with subtitles, and playing games in English. In conclusion, the research emphasizes the significance of personal factors together with in and out-of-class dynamics influencing students' anxiety while speaking a foreign language.
Learners’ foreign language speaking anxiety: a tertiary level scenario in EFL class
2014
This research is concerned with Bangladeshi learners’ anxiety of speaking English at tertiary level classrooms. In this paper, the researcher tried to find out the factors responsible for speaking anxiety of the learners, the effects of the anxiety and the ways to reduce anxiety. A survey has been conducted among language teachers and learners from a few selected private universities in Dhaka to find out about the various factors that are responsible for creating anxiety. The researcher followed quantitative questionnaire methods for data collection. The survey results showed that all of the factors presented in the questionnaire were responsible for creating learners’ English speaking anxiety and their personal, social and academic context have been badly affected due to this speaking anxiety. The study also found that both teachers and learners can play significant role in reducing learners’ English speaking anxiety. LEARNERS’ FOREIGN LANGUAGE SPEAKING ANXIETY 5 Table of Content C...
An Investigation into University Students’ Foreign Language Speaking Anxiety
An Investigation into University Students’ Foreign Language Speaking Anxiety, 2016
How anxiety affects the learning a foreign language is a focus in the current studies such as Horwitz’s (1986), and MacIntyre and Gardner’s (1994). Taking into consideration this focus, the aim of this study is to identify whether the students’ foreign language speaking anxiety demonstrate significant differences in terms of their gender, language level, receiving English preparatory training, and the kind of high school they graduated from. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Foreign Language Speaking Anxiety Questionnaire developed by Horwitz, Horwitz and Cope (1986) and adapted in Turkish by Saltan (2003) was used as the data collection tool. Data were analysed using independent samples T-test and one-way ANOVA. According to T-test results, it was seen that female students’ score is higher than male students’. Also, it could be reported anxiety of students who have received English preparatory training are lower based on T-test results. Moreover, ANOVA results indicated the students’ language level and the kind of high school do not affect their speaking anxiety. In a nutshell, foreign language speaking anxiety is affected by gender and receiving English preparatory training.
This study investigated causes of learners speaking anxiety in foreign language classroom with the reference to grade nine in Mizan Secondary and Preparatory School in Bench Maji zone in SNNPR. Mixed research method was used to conduct the study. Subjects of the study were one hundred fifty four systematically selected students and eleven purposively selected teachers (teaching English in grades nine and ten). Three data collection tools were used, namely, questionnaire, written reflection, and interview (semi structured interview). Questionnaires are the personalized form of Foreign Language Classroom Anxiety Scale (FLCAS) which was developed by Horwitz et al [13] in order to investigate the cause of speaking anxiety. And also, Interview (semi structured interview) and written reflection were conducted with purposively selected teachers and students to identify the cause of speaking anxiety. Accordingly, the findings showed that most students do experience anxiety which had a debilitating effect on foreign language speaking. Consequently, several sources of anxiety provoking factors were discussed in this study to deepen our understanding of anxiety in speaking foreign language. For example, lack of self-confidence, incomprehensible input and lack of prior preparation were found the great contributors of communication apprehension. Further analysis of data revealed that fear of making mistakes, feedback provision, students self perception, failure of oral tests, limited knowledge of vocabulary and lack of adequate practice in the target language were found some anxiety provoking factors discussed in this study. Similarly, the impact of speaking anxiety in terms of classroom participation, language performance and achievements and social problems were identified. On the basis of the findings, the research was finalized with some recommendations and suggestions to investigate the causes of speaking anxiety in foreign language speaking classroom.
Journal of World Englishes and Educational Practices, 2024
As we live in a globalized world, the demand for using English as a medium of communication between people around the globe has increased. Since English has become vital for accessing many domains, many students decide to enroll in English classes. However, a considerable number of foreign language learners may experience or face feelings of anxiety during the process of foreign language acquisition. This study aims to investigate the factors that contribute to foreign language anxiety and its effects on students studying at the University of Sidi Mohammed Ben Abdellah, Fes, Morocco. To deliver research objectives, this study employed a questionnaire as the main instrument. The researchers addressed and distributed the questionnaire online to students to acquire authentic views about the experience of students with anxiety in EFL classrooms. 240 students participated in this study. The results derived from this study revealed that there are cultural, academic and interpersonal factors that contribute to this form of anxiety. Furthermore, this research concluded that EFL anxiety leads to numerous cognitive, social, academic and personal effects that can negatively affect the learning process and hinder the creation of an enjoyable environment within the classroom.
Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran, 2019
Language anxiety becomes an important area on language teaching and learning. It has been a common issue in the EFL context and had a profound consequence in language teaching. Furthermore, a feeling of anxiety has been experienced by a number of foreign language learners in their English language classroom. T herefore, the objective of this research was to investigate some factors influenced the students’ anxiety and also to find out kinds of anxiety experienced by them. The data were collected through FLCAS (Foreign language Classroom Anxiety Scale) from 30 English Department students of IAIN Lhokseumawe and 25 students of Al Muslim University and semi-structured interviews with 6 students as research’s participant. The data were analyzed descriptively to answer research questions. The findings indicated that students of IAIN Lhokseumawe had a higher level of anxiety compared with students of Al Muslim University. In addition, some factors causing students’ anxiety were lack of me...
Arab World English Journal, 2019
The primary focus of the present study is to investigate the anxiety level of Saudi undergraduate students learning English as a Foreign Language (EFL). An attempt has been made to find out various possible causes, sources, and effects of foreign language anxiety on Saudi EFL learners. The study aims to answer the main question; if this anxiety affects the learning process of Saudi EFL learners positively or adversely. The study demonstrates some models and strategies related to causes and effects of anxiety. These models and strategies can be applied as potential management tools and strategies for reducing the level of anxiety encountered by Saudi EFL learners. The researchers employed quantitative and qualitative approaches to collecting and analyzing the data. A 33-item questionnaire adapted from Horwitz et al (1986) distributed among 271 subjects has been used as the main tool for the data collection. All the four basic language skills were tested to elicit the data for measuring the level of anxiety in Saudi students learning English as a foreign language. In addition to the above quantitative approach, some semi-structured interviews were conducted with both EFL learners and teachers. The outcome of the present study can significantly contribute to the development of the quality of learning English as a Foreign Language. It can also serve as an effective mechanism to solve problematic issues among EFL learners in general and Saudi EFL learners in particular. The study offers to introduce researchers and teachers with certain reliable scales for the evaluation of Saudi EFL learners' progress in their learning process. Five-point (5-point) Likert scale is one of these major scales used in the present study.
Analyzing Types and Levels of Students’ English-Speaking Anxiety
ELLTER Journal
This research was aimed to analyze and describe the types and levels of students' English-speaking anxiety in foreign language learning activities to get broadened understanding of this phenomenon. This study was categorized as descriptive quantitative research. It was conducted at the English Education Department of Muhammadiyah University of Prof. Dr. HAMKA. The participants were the second-semester Students of the Transactional Listening and speaking class. The questionnaires that were given to the participants consisted of 33 statements and were based on FLCAS and adapted from Horwitz and Cope (1986) to find out the dominant types and levels. The author found that the dominant levels of speaking anxiety experienced by the participants were at the "Anxious" level which was 36% with none of the students who experienced the “Relaxed†and "Very Relaxed" levels. Whereas, the author found that "Fear of Negative Evaluation" with 67% as the dominant...
2018
Mastering English language skills is significant, particularly with respect to speaking for Jordanian undergraduates because the English language is becoming vital in some sectors in Jordan like tourism, foreign affairs, and higher education. Generally, it has been acknowledged that foreign language (FL) speaking anxiety hinders the attempts of language learners to become involved in speaking activities. Nevertheless, some studies have been conducted to probe language anxiety in general and anxiety pertaining to other language skills in Jordan. However, none of these studies was designed intentionally to address the specific FL speaking anxiety. Thus, the current research was meant to address the factors contributing to English FL speaking anxiety in the Jordanian context. To do so, in-depth, one-to-one semi-structured interviews were conducted with twenty freshman students attending Jadara University in Irbid, Jordan. NVivo software was used to manage the coding procedure in analys...