Efl students foreign language anxiety an investigation into learners and teachers attitudes

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY DOAN THANH THU EFL STUDENTS’ FOREIGN LANGUAGE ANXIETY: AN INVESTIGATION INTO LEARNERS AND TEACHERS’ ATTITUDES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University HUE, 2020 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY DOAN THANH THU EFL STUDENTS’ FOREIGN LANGUAGE ANXIETY: AN INVESTIGATION INTO LEARNERS AND TEACHERS’ ATTITUDES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 8140111 In partial fulfillment of the requirements for the degree of Master of Arts, University of Foreign Languages, Hue University SUPERVISOR: DR NGUYEN HO HOANG THUY HUE, 2020 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ ĐOÀN THANH THƯ ÁP LỰC TÂM LÝ KHI HỌC TIẾNG ANH CỦA HỌC SINH: NGHIÊN CỨU THÁI ĐỘ CỦA NGƯỜI DẠY VÀ NGƯỜI HỌC LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 8140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS NGUYỄN HỒ HOÀNG THỦY HUẾ, 2020 STATEMENT OF ORIGINALITY The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Hue, 06/09/2020 i ABSTRACT This study investigates the foreign language anxiety of EFL students at some upper secondary schools in Thua Thien Hue province Specifically, it aims to explore students’ attitudes towards foreign language anxiety and teachers’ attitudes toward their students’ foreign language anxiety The study employed questionnaire, autobiography and interview to collect data The questionnaire was delivered to 150 students from two upper-secondary schools in Thua Thien Hue province Meanwhile, eight of these students were selected to write autobiography and six English teachers from these schools were invited to participate in the interviews Data from the questionnaire was analyzed quantitatively and presented in charts and tables, while information from the autobiography and interviews was transcribed and analyzed qualitatively The study found that students had high level of foreign language anxiety They were affected by foreign language anxiety both negatively and positively, with negative effects outweighing positive ones The findings also indicated that teachers accepted and had the tendency to have both positive and negative attitudes toward their students’ foreign language anxiety The teachers also attempted to create comfortable classroom atmosphere and adjust their teaching methods so as to tackle their students’ foreign language anxiety The study suggested that both students and teachers should accept foreign language anxiety as part of the foreign language learning; more importantly, teachers should support and help students to overcome foreign language anxiety ii Acknowledgements I wish to express my sincere gratitude and appreciation to people who have advised and supported me, and made constructive criticism during the research Thanks are extended to my supervisor for her professional guidance and support Without her generous professional support and encouragement, this thesis could not reach this present standard I am very grateful to the students and the teachers at Hai Ba Trung and Gia Hoi upper secondary schools who carefully completed the questionnaires and sincerely provided me with valuable information for this research in the autobiographies and interviews I would like to express my sincere thanks to the Board of Director, the Library Staff at University of Foreign Languages, Hue University for their support during the time I carried out this study I wish to express my deep thanks to my family and friends for all their understanding, faith, and involvement while I was conducting this project iii TABLE OF CONTENTS Statement of originality i Abstract ii Acknowledgements iii Table of contents iv CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Rationale of the study 1.3 Objectives of the study 1.4 Significance of the study 1.5 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Anxiety 2.2.1 Definition of anxiety 2.2.2 Types of anxiety 2.3 The concept of foreign language anxiety 2.3.1 Definition of foreign language anxiety 2.3.2 Types of foreign language anxiety 10 2.4 Foreign Language Classroom Anxiety Scale 12 2.5 Effects of foreign language anxiety on students’ language learning 13 2.6 Students and teachers’ attitudes towards FLA 16 2.6.1 Students’ attitudes towards FLA 17 2.6.1.1 Students’ positive attitudes towards FLA 17 2.6.1.2 Students’ negative attitudes towards FLA 17 2.6.2 Teachers attitudes toward students’ FLA 18 2.7 Review of related studies 20 2.8 Summary 24 CHAPTER METHODOLOGY 25 3.1 Introduction 25 3.2 Research approach 25 3.3 Participants 26 3.4 Data collection 27 iv 3.4.1 Rationale for selecting data collection instruments 27 3.4.2 Description of data collection instruments 31 3.4.3 Procedures for data collection 32 3.5 Data analysis 33 3.6 Summary 34 CHAPTER FINDINGS AND DISCUSSION 35 4.1 Introduction 35 4.2 Students’ range of FLA 35 4.3 Students’ attitudes towards foreign language anxiety 36 4.5 Teachers’ attitudes toward students’ foreign language anxiety 43 4.6 Summary 45 CHAPTER CONLUSION 47 5.1 Summary of the key findings 47 5.2 Implications for teaching practice 48 5.3 Implications for student learning 49 5.4 Limitations of the study 49 5.5 Suggestions for further research 50 REFERENCES 51 APPENDICES 61 v LIST OF CHARTS Chart 4.1 Students’ range of FLA 35 vi LIST OF TABLES Table 4.1: Students’ attitudes towards positive statements about FLA 36 Table 4.2: Students’ attitudes toward negative statements about FLA 38 vii Hodges, W F., & Spielberger, C D (1969) Digit span: An indicant of trait or state anxiety? 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(5) I never feel quite sure of myself when I am speaking in my foreign language class I don't worry about making mistakes in language class I tremble when I know that I'm going to be called on in language class It frightens me when I don't understand what the teacher is saying in the foreign language It wouldn't bother me at all to take more foreign language classes During language class, I find myself thinking about things that have nothing to with the course 61 (3) (2) Strongly disagree (1) I keep thinking that the other students are better at languages than I am I am usually at ease during tests in my language class I start to panic when I have to speak without preparation in language class 10 I worry about the consequences of failing my foreign language class 11 I don't understand why some people get so upset over foreign language classes 12 In language class, I can get so nervous that I forget things I know 13 It embarrasses me to volunteer answers in my language class 14 I would not be nervous speaking the foreign language with native speakers 15 I get upset when I don't understand what the teacher is correcting 16 Even if I am well prepared for language class, I feel anxious about it 17 I often feel like not going to my language class 62 18 I feel confident when I speak in foreign language class 19 I am afraid that my language teacher is ready to correct every mistake I make 20 I can feel my heart pounding when I'm going to be called on in language class 21 The more I study for a language test, the more confused I get 22 I don't feel pressure to prepare very well for language class 23 I always feel that the other students speak the foreign language better than I 24 I feel very self-conscious about speaking the foreign language in front of other students 25 Language class moves so quickly I worry about getting left behind 26 I feel more tense and nervous in my language class than in my other classes 27 I get nervous and confused when I am speaking in my language class 63 28 When I'm on my way to language class, I feel very sure and relaxed 29 I get nervous when I don't understand every word the language teacher says 30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language 31 32 I am afraid that the other students will laugh at me when I speak the foreign language I would probably feel comfortable around native speakers of the foreign language 33 I get nervous when the language teacher asks questions which I haven't prepared in advance 64 BẢNG HỎI Khung đo mức độ lo lắng học sinh học ngoại ngữ Các câu phát biểu sau dùng để phục vụ cho nghiên cứu lo lắng học ngoại ngữ học sinh vài trường trung học phổ thông Các bạn học sinh vui lịng đánh dấu () vào để bày tỏ thái độ 33 phát biểu bên Và điền vào mục tuổi giới tính Tôi xin đảm bảo bảng phát biểu sau dùng mục đích nghiên cứu Chúng tơi đánh giá cao tham gia tích cực nghiêm túc bạn để nghiên cứu đảm bảo tính khách quan, trung thực đáng tin cậy Stt Rất Đồng ý Khơng Khơng Rất đồng ý có ý kiến đồng ý không đồng ý Phát biểu (5) Tôi không cảm thấy tự tin phải nói học ngoại ngữ Tôi không lo lắng việc mắc lỗi học ngoại ngữ Tơi thường run biết bị gọi học ngoại ngữ Thật đáng sợ khơng hiểu giáo viên nói học ngoại ngữ Tôi không thấy phiền tham gia thêm học ngoại ngữ Trong suốt học ngoại ngữ, thường nghĩ thứ không liên quan đến học Tôi suy nghĩ bạn khác giỏi ngoại ngữ Tôi thường thấy thoải mái suốt kiểm tra ngoại ngữ 65 (4) (3) (2) (1) Tôi thấy hoang mang phải nói học ngoại ngữ mà không chuẩn bị trước 10 Tôi lo lắng hậu thất bại học ngoại ngữ 11 Tôi không hiểu số người lại buồn chán học ngoại ngữ Trong lớp học ngoại ngữ, qúa 12 lo lắng đến mức quên hết thứ mà biết 13 Thật ngại đưa tay phát biểu học ngoại ngữ 14 Tôi không lo lắng nói chuyện với người xứ ngoại ngữ học 15 Tơi thấy bối rối tơi khơng hiểu giáo viên sửa lỗi cho 16 Tôi cảm thấy lo lắng cho dù chuẩn bị tốt cho học ngoại ngữ 17 Tơi khơng thấy thích học ngoại ngữ 18 Tơi thấy tự tin nói học ngoại ngữ 19 Tôi sợ giáo viên ngoại ngữ bắt lỗi mà mắc phải 20 Tơi cảm thấy tim đập thình thịch bị gọi học ngoại ngữ 66 21 Tôi học cho kiểm tra ngoại ngữ, thấy rối bời 22 Tôi không thấy áp lực phải chuẩn bị tốt cho học ngoại ngữ 23 Tơi ln thấy bạn khác nói ngoại ngữ giỏi 24 Tôi thấy lúng túng nói ngoại ngữ trước bạn khác 25 Giờ học ngoại ngữ diễn nhanh khiến lo lắng khơng theo kịp 26 Tơi cảm thấy căng thẳng lo lắng học ngoại ngữ so với học học khác 27 Tôi cảm thấy lo lắng rối bời tơi nói học ngoại ngữ 28 Khi đến học ngoại ngữ thấy thư giãn tự tin 29 Tôi thấy lo lắng mà không hiểu từ mà giáo viên ngoại ngữ nói 30 Tôi thấy tải với quy luật phải học để nói ngoại ngữ 31 Tơi sợ bạn khác cười tơi tơi nói ngoại ngữ 32 Tơi cảm thấy thoải mái tiếp xúc với người xứ ngoại ngữ học 33 Tơi thấy lo lắng giáo viên ngoại ngữ hỏi câu hỏi mà chưa chuẩn bị trước 67 APPENDIX TEACHER INTERVIEW To express your attitudes toward students’ foreign language anxiety at some upper secondary schools, you are invited to answer the following questions We appreciate your enthusiastic and serious cooperation Are you aware of students’ foreign language anxiety? How you think/feel about students’ foreign language anxiety? Do you think that teachers are responsible for students’ foreign language anxiety? If yes, to what extent? Do you think you need to help students solve / reduce these anxieties? And how? Thank you so much for participating in the interview! PHỎNG VẤN GIÁO VIÊN Bài nghiên cứu cần giúp đỡ quý thầy, cô để điều tra thái độ quý thầy, cô lo lắng học sinh học ngoại ngữ Q thầy, vui lịng trả lời câu hỏi sau Chúng đánh giá cao hợp tác nhiệt tình nghiêm túc q thầy Q thầy chia sẻ vài kinh nghiệm lo lắng học sinh học ngoại ngữ? Quý thầy cô cảm thấy thấy học sinh có biểu lo lắng đó? Q thầy có nghĩ phải có trách nhiệm lo lắng học sinh học ngoại ngữ? Nếu có, q thầy nói rõ trách nhiệm mình? Q thầy/cơ có nghĩ cần giúp học sinh giải quyết/giảm thiểu lo lắng không? Và nào? Xin chân thành cảm ơn quý thầy, cô tham gia vấn! 68 APPENDIX STUDENT AUTOBIOGRAPHY To help the study open up students’ attitudes of foreign language anxiety on your learning, you are invited to write how foreign language anxiety affects your language learning The following questions help you to focus on what you will write We appreciate your enthusiastic and serious participation How you feel when learning in a foreign language class? If you feel afraid, tell me what anxieties you have faced Do you have negative, positive or mixed attitudes towards foreign language anxiety? Do you think negative or positive attitude affects your English learning? If yes, tell me how it affects your foreign language learning? Thank you so much! TỰ TRUYỆN CỦA HỌC SINH Để giúp nghiên cứu tìm thái độ lo lắng học sinh lên việc học ngoại ngữ, bạn vui lòng viết ảnh hưởng lo lắng học ngoại ngữ Các câu hỏi sau giúp bạn định hướng viết tốt Chúng tơi đánh cao tham gia tích cực nghiêm túc bạn Bạn cảm thấy học học ngoại ngữ? Bạn có thái độ tiêu cực hay tích cực hay tích cực tiêu cực lo lắng ngôn ngữ? Bạn có nghĩ thái độ tiêu cực ảnh hưởng đến việc học ngơn ngữ bạn? Nếu có, nói cho tơi biết ảnh hưởng đến việc học ngôn ngữ bạn nào? Xin chân thành cảm ơn bạn! 69