The Anxiety of EFL Students in Presentation The Anxiety of EFL Students in Presentation The Anxiety of EFL Students in Presentation (original) (raw)
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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...
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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...
Correlation Between Students’ Speaking Anxiety and Their Speaking Performance in an Efl Context
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Numerous studies have been conducted in investigating the role of foreign language speaking anxiety on students’ performance; facilitating (positive) or debilitating (negative) effects. Unfortunately, previous studies on this issue show that language anxiety negatively affected students’ performance in most cases. This study aimed to find out the correlation between speaking anxiety and speaking performance in EFL context and investigating the major stressors of English speaking anxiety perceived by the students involved in this study. Mixed method was applied in this study. Then, three instruments were used to collect the data; a questionnaire named FLCAS (Foreign Language Classroom Anxiety Scale), an interview, and a speaking test. The finding showed that there was no significant relationship between speaking anxiety and speaking performance. Furthermore, based on the finding from FLCAS and interview, the major stressors of speaking anxiety perceived by the participants were resul...
EFL students’ speaking anxiety: a case from tertiary level students
Anxiety is one of the key issues in the acquisition of speaking by EFL learners in instructed language teaching context. Although extensively studied, speaking anxiety, there are still areas to be explored. With this in mind, this study investigates the causes of anxiety among foreign language learners with special refernce to “speaking” as a skill. The major aim is to find out to what extent different variables such as proficiency level, onset of learning, and gender affect speaking anxiety. In addition, how these variables are connected to different types of anxieties such as speaking, preparedness, question-answer, test, discussion, public speaking, error correction was investigated. The study was conducted at preparatory school of a private university. A Likert-scale questionnaire was administered to 159 prep class students to collect a set of data. In the first part, personal information was elicited, while in the second, the participants were given an adapted version of the Foreign Language Speaking Anxiety Scale (FLSAS), developed by Huang (2004). The data obtained from the questionnaire were analyzed through Independent-Samples T-Test, ANOVA, and Bonferroni post hoc test by using SPSS. It was found that degrees of anxiety differ in terms of the mode and context of speaking. More specifically, students experience less anxiety in non-threatening contexts where they speak. The study offers implications for instructors and curriculum designers with regard to teaching and testing speaking skills. Rather than one-shot exam sessions, speaking skills should be taught in socially non-threatening settings to allow for greater learner performance.
Journal of English Education and Teaching, 2019
This research attemted to find out the factors that affect students speaking anxiety in speaking for presentation class. This research was carried out by employing descriptive quantitative design. The population of this research was the fourth semester students of English Education Study Program of University of Bengkulu in academic year 2018/2019. The samples of this research were taken by using random sampling tehcnique, the total of the sample was 57 students. The data were collected by questionnaire consisted of 29 questions related to the anxiety. The results of this study showed that the students mostly had the mildly anxiety. There were three factors that causing the anxiety of the students in speaking; Fear of Negative Evaluation (Mildly Affected; Mean Score: 3.12), Communication Apprehension (Mildly Affected; Mean Score: 3.09), and Test Anxiety (Mildly Affected; Mean Score: 2.89). In conclusion, there were three factors that students speaking anxiety in speaking for presentation class and the most dominant factors is the Fear of Negative Evaluation.