Luận văn thạc sĩ factors influencing first year non english major studdents’ anxiety in speaking classes at academy of policy and development some possible techniques for overcoming the problem

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE DEPARTMENT - HỒ THỊ ÁNH FACTORS INFLUENCING FIRST-YEAR NON-ENGLISH MAJOR STUDENTS’ ANXIETY IN SPEAKING CLASSES AT ACADEMY OF POLICY AND DEVELOPMENT- SOME POSSIBLE TECHNIQUES TO OVERCOME THE PROBLEMS (NGHIÊN CỨU CÁC YẾU TỐ GÂY NÊN SỰ LO LẮNG TRONG GIỜ HỌC KỸ NĂNG NÓI CỦA SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT Ở HỌC VIỆN CHÍNH SÁCH VÀ PHÁT TRIỂN: MỘT SỐ THỦ THUẬT KHẮC PHỤC) M.A MINOR THESIS Field: English Methodology Code: 6014.0111 Hanoi, 2013 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST-GRADUATE DEPARTMENT - HỒ THỊ ÁNH FACTORS INFLUENCING FIRST-YEAR NON-ENGLISH MAJOR STUDENTS’ ANXIETY IN SPEAKING CLASSES AT ACADEMY OF POLICY AND DEVELOPMENT- SOME POSSIBLE TECHNIQUES TO OVERCOME THE PROBLEMS (NGHIÊN CỨU CÁC YẾU TỐ GÂY NÊN SỰ LO LẮNG TRONG GIỜ HỌC KỸ NĂNG NĨI CỦA SINH VIÊN KHƠNG CHUN NĂM THỨ NHẤT Ở HỌC VIỆN CHÍNH SÁCH VÀ PHÁT TRIỂN: MỘT SỐ THỦ THUẬT KHẮC PHỤC) M.A MINOR THESIS Field: English Methodology Code: 6014.0111 Supervisor: Nguyễn Thị Ngọc Quỳnh, Ph.D Hanoi, 2013 z DECLARATION I hereby declare that this thesis is entirely my own work I have provided fully documented references to the work of others The material in this thesis has not been submitted for assessment in any other formal course of study Hanoi, September 2013 Signature Hồ Thị Ánh i z ACKNOWLEDGEMENT I would like to show my sincere appreciation to many people who supported me to complete this present study Firstly, I would like to express my deepest gratitude to my respectful supervisor, Ph.D Nguyễn Thị Ngọc Quỳnh, who provided me with a lot of professional advice on the thesis writing I am really grateful to her kind consideration, tender guidance, critical feedback and insightful suggestions Without her care, I could not have been able to finish this study Secondly, I am also grateful to all the lecturers of the Post-Graduate Department of University of Languages and International Studies, Vietnam National University Hanoi for their valuable teaching and assistance during my course Thirdly, I would also like to acknowledge my gratefulness to the participants of this study: the first – year students at Academy of Policy and Development Without their willingness to complete the questionnaires and participate in the interviews, this study could not have been conducted Finally, I wish to express my deep thanks to my dear family, especially my older sister for their love, encouragement, immeasurable support and concrete help for me to complete this research ii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 ABSTRACT Feeling anxiety, apprehension are common phenomena experienced by foreign language learners, especially in learning to speak a foreign language These negative feelings are blamed to exert detrimental effect on communication in the target language This current research, therefore, was conducted with the aim to investigate main factors of speaking anxiety phenomenon in the first year students at Academy of Policy and Development (APD) The study involved 50 students from first-year classes at APD Through the use of quantitative (questionnaires) and qualitative (semi-structured interviews) methods as research instruments and six sources of language anxiety as theoretical guideline for data collection and analysis, major findings were drawn First, the speaking anxiety tendency of the students surveyed was obvious Second, some factors believed to contribute to students‟ anxiety were also identified, among which the personal and interpersonal anxieties seemed to be most highly regarded by the students Several pedagogical strategies of these findings were offered to assist instructors in helping learners acknowledge, cope with, and reduce anxiety, as well as to encourage them to make the learning context less stressful to their students iii 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 TABLE OF CONTENT INTRODUCTION 1 RATIONALE AIMS OF THE STUDY RESEARCH QUESTIONS SCOPE OF THE STUDY METHODS OF THE STUDY DESIGN OF THE STUDY CHAPTER I: LITERATURE REVIEW THEORETICAL BACKGROUND OF ANXIETY 1.1 Definition of anxiety 1.2 Types of anxiety 1.3 Foreign language anxiety 1.4 Effect of anxiety on Foreign Language Learning 1.5 Sources of foreign language anxiety 1.6 Anxiety management strategies: 11 SPEAKING 13 2.1 Definition of speaking 13 2.2 Roles of speaking in language teaching and learning 14 CHAPTER II: METHODOLOGY 15 SETTING 15 PARTICIPANTS 15 DATA COLLECTION 16 3.1 Instruments 16 3.2 Data collection procedure 17 DATA ANALYSIS: 18 CHAPTER III: DATA ANALYSIS AND FINDINGS 19 SOURCES OF FOREIGN LANGUAGE ANXIETY 19 1.1 Personal and interpersonal anxiety 19 1.2 Learner beliefs about language learning 21 1.3 Instructor beliefs about language teaching 23 1.4 Instructor-learner interactions 26 1.5 Classroom procedures 29 iv 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 1.6 Language testing 31 CHAPTER IV: DISCUSSION AND CONCLUSION 33 1.SUMMARY OF THE STUDY 2.SOLUTIONS 2.1 SOLUTIONS RELATED TO PERSONAL AND INTERPERSONAL ANXIETY 34 2.2 SOLUTIONS RELATED TO LEARNER BELIEFS ABOUT LANGUAGE LEARNING 35 2.3 SOLUTIONS RELATED TO INSTRUCTOR BELIEFS ABOUT LANGUAGE TEACHING 36 2.4 SOLUTIONS RELATED TO INSTRUCTOR-LEARNER INTERACTIONS 36 2.5 SOLUTIONS RELATED TO CLASSROOM PROCEDURES 38 2.6 SOLUTIONS RELATED TO LANGUAGE TESTING 38 LIMITATIONS OF THE STUDY 39 RECOMMENDATIONS FOR FURTHER STUDIES 39 REFERENCES 40 APPENDIX I APPENDIX IV v 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 INTRODUCTION Rationale Learning a second language seems to be exciting for many people while others struggle and even fail to achieve their desired level of language proficiency It is believed that second language acquisition (SLA) is determined and affected by many different factors Since the ground- breaking research of the Canadian psychologists R.C Gardner and Wallace Lambert about attitudes and motivation in second language learning in the 1970s, SLA researchers have also considered affective or emotional variables and how these factors may facilitate or hinder language acquisition (Horwitz, Tallon, & Luo, 2010, p 95) Among various affective variables like attitude, anxiety, interest, motivation, inhibition, and selfesteem, “anxiety is quite possibly the affective factor that most pervasively obstructs the learning process” (Arnold & Brown, 1999, cited in Dornyei, 2005, p 198) As a result, Foreign Language Anxiety (FLA) has been gradually becoming the research focus and interest of many language professionals as well as educators They have provided detailed understanding of FLA from different aspects: theoretical models and frameworks of FLA (e.g., Tobias, 1977; Horwitz et al., 1991; MacIntyre & Garner, 1994a, 1994b); sources and characteristics of FLA (e.g., Horwitz,1988; Koch & Terrell,1991; Young 1991); FLA effects on FL proficiency and performance ( e.g., Kleinman, 1977; Madsen, 1982; Young, 1986); and anxiety management strategies (e.g., Long & Porter, 1985; Price, 1991; Young, 1991) Although a large number of studies in FLA have been carried out to investigate the nature of FLA, to the best of the author‟s knowledge, little has been done on anxiety experienced by Vietnamese learners in their English learning process In Vietnam, English has been now widely taught in almost all educational institutions, at every level Thus, learning English in Vietnam has gained a remarkable achievement However, in comparison with other developed countries, learning speaking skill in Vietnam is not really efficient As a teacher of English at 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Academy of Policy and Development (APD), from her own observations and experience, the present researcher has noticed that the feeling of anxiety, apprehension and nervousness are common phenomena experienced by her first year students Notably, the level of anxiety has been observed to be higher in speaking classes compared with other ones, therefore, the outcome of oral English speaking is not satisfactory These negative emotional factors seem to maintain a barrier that prevents students from actively participating in speaking activities Such situation has aroused her interest and inspired the author to conduct a research on the topic: “Factors influencing first-year non-English major students’ anxiety in speaking classes at Academy of Policy and Development- Some possible techniques to overcome the problem” Aims of the study The aim of the study is to find out the main causes that make first - year students at Academy of Policy and Development stressful and anxious in speaking English classrooms and then suggest some possible techniques for dealing with students‟ anxiety in speaking classes Research questions The study is carried out with an attempt to answer the following question: What are the main factors influencing first year non - English major students’ anxiety in speaking classes at APD? What is the most common factor? Scope of the study FLA exists in the process of learning all the four skills: listening, reading, speaking and writing (Aida, 1994; Horwitz, Horwitz & Cope, 1986; Young, 1986; Cheng, Horwitz & Schallert, 1999; Cheng, 2002; Saito et al., 1999; Vogely, 1998) However, this study only focuses on anxiety of speaking skill with its causes as speaking is the best in expressing the students‟ participation as well as their feelings For its strong evidence- bearing capacity, speaking is chosen as a major indicator to measure participation Moreover, due to the time constraints, this study only involves a small number of APD students in their first academic year Methods of the study 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 The data serving the research analysis are collected by using both quantitative and qualitative methods A survey questionnaire for informants of 50 first- year non majors of English at Academy of Policy and Development was used to gather information and evidence for the study In addition, to gain more in-depth information of the issue, semi- structured interviews with the informants were also applied Design of the study The study consists of three parts: Introduction presents the rationale, the aims, the research question, the scope, the method and the design of the study + Chapter I: Literature Review provides the basic theoretical background from literature in terms of speaking, foreign language anxiety in general and speaking anxiety in particular Especially, the effect and possible causes of anxiety, which are the main issues of the study, are discussed thoroughly in this chapter + Chapter II: Methodology deals with the overall picture of how the research was carried out + Chapter III: Data Analysis and Findings interprets the answer of research question: What are the main factors influencing first year non - English major students‟ anxiety in speaking classes at APD? What is the most common factor? The findings of potential sources of speaking anxiety are reported and discussed in this chapter + Chapter IV: Dicussion and Conclusion summarizes the main contents and findings of the study as well as the limitations of the study and suggestions for further study and suggests possible techniques for both teachers and students with an aim to reduce and cope with anxiety in speaking classes 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 confidence by using encouragement, positive reinforcement and rewards for students‟ performance As for students, they should recognize their own feeling of anxiety More importantly, they should know that they are not the only one suffering from FLA and that is normal to experience anxiety Hence, it would be better if they share their own experiences with other peers or seek help from teachers Moreover, a poorly conceived self- image can negatively impact students‟ language performance so they should be confident in themselves They had better to focus on achievement rather than deficiencies Besides, students should help other classmates feel confident by being tolerant of and not laughing at their mistakes (Tanner and Green, 1998, p 19) 2.2 Solutions related to learner beliefs about language learning It is obvious that most of the participants hold some unrealistic and erroneous beliefs about learning speaking skill so it is recommended that teachers should help students have realistic expectations about language learning It is recommended that teachers should confront students‟ erroneous and irrational beliefs by cultivating in them “reasonable commitments for successful language learning” (Horwitz, 1988: cited in Onwuegbuzie et al., 65 1999,p 232) These beliefs can be confronted by instilling realistic expectations and reasonable performance standards in the learners and by raising their awareness regarding the speed with which fluency in the target language can be achieved More importantly, students should be guided as to how to direct their attention away from self-centred worries when they are speaking a second/foreign language (1999, p 233) In addition, to reduce speaking anxiety, students themselves must try their best to improve their English It is suggested that students access authentic sources of communication themselves by watching television, listening to the radio, logging onto the Internet and reading books, newspapers and magazines in English By doing so, they could get used to both spoken and written English and feel more confident in themselves 35 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Solutions related to instructor beliefs about language teaching To reduce the negative impacts on learners in speaking lessons, instructors themselves should consciously examine their own language teaching beliefs To start with, teacher‟s expectations about the oral performances of their students should be adjusted depending on what they know about the personality characteristics of their students and the relative anxiety- provoking situations in which students are required to speak Teachers should show the low proficient students that they always care for them, give them more time for preparation and accept such a variety of their answers This will help them to speak more confidently and with less anxiety in the class In this study, many students said that they got nervous when they did not understand what their teachers said Just as we have mentioned previously, using too much English as the instructional language could be one of the reasons that caused incomprehensible input Surely, using English as the only instructional language in English class has an advantage in giving students more English input However, it is still debatable if it really works in the present learning environment that the teaching time is limited and students‟ exposure to English is insufficient (Chan & Lin, 2002) Therefore, the balance of using both English and Vietnamese as the instructional languages was good for students‟ understanding 2.4 Solutions related to instructor-learner interactions Most students reported that their mood is affected by the classroom atmosphere and they also emphasized the positive effect of positive classroom atmosphere on their emotional state, especially in speaking lessons Therefore, it is strongly recommended that teachers should establish a close and good relationship with the students To achieve this, teachers should be very friendly, relaxed, and patient in the classroom Moreover, as suggested by the respondents, teachers ought to encourage positive personality types such as patience, a sense of humor to make students more 36 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 comfortable with their language learning process Teachers should remember the students‟ name and then use their names instead of common calling “you” to narrow the permanent gap between students and teachers Furthermore, teachers should apply an encouraging rather than threatening style of questioning, avoid intimidation and give students more positive feedback Teachers had better discuss and share successful language learning strategies with students throughout the semester Horwitz, Horwitz & Cope (1986) stated: “ In general, educators have two opinions when dealing with anxious students: (1) they can help them learn to cope with the existing anxiety provoking situation; or (2) they can make the learning context less stressful” Only in such a supportive, motivating and stress-reduced learning environment might teachers be able to create opportunities for shy individuals to practice speaking in front of others without making them feel highly anxious In addition, to establish a good relationship with learners, it might be helpful for teachers to consciously examine their own language teaching practices to help reduce those that negatively impact learners As students appeared to be acutely sensitive to fear of making mistakes and being negatively evaluated by their peers and their teachers, teachers should have a tolerant attitude towards students‟ errors They should adopt an attitude that making mistakes are a part of the language learning process so there is no need to correct every single mistake produced by students To eliminate the nervousness or frustration of students, the manner of teacher correction must not be harsh According to Young ( 1991), one way to provide feedback without much anxiety is to model students‟ responses that are, repeating the correct version of what the students are attempting to express instead of pointing out their mistakes directly Another useful way to provide feedback without causing anxiety is to introduce peer correction so that learners “ might feel less threatened” ( Tanner and Green, 1998, p 19) Moreover, teachers should choose the right time to correct students‟ errors Teachers should not interrupt students in mid-flow to point out their mistakes It is advisable for teachers to 37 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 correct them at the end of students‟ speech as suggested by the participants in this study 2.5 Solutions related to classroom procedures The participants in this study expressed a strong preference for group and pair work as means to both practice the language and interact with their classmates Hence, it might be helpful if teachers have students work more in cooperative learning groups to provide them with more student- student interaction They will feel more confident and less nervous when making mistakes Also, teachers should make a conscious effort to ensure that all students have the opportunity to participate in their group, not just the ones who take the initiative More importantly, the activities in English speaking class should be varied to change the atmosphere of classroom, create authentic situations for students to practice speaking with confidence and prevent boredom Such activities not only address students‟ needs but narrow the gap between teachers and students as well Teachers can introduce some extra-curricular activities such as games, songs, quizzes to help students reduce their anxiety Regarding to some anxiety- provoking activities, it would be advisable for teachers to precede these activities with other less- stressful activities such as playing games or working in groups Hence, students will have more time to prepare for the given activities and have sufficient ideas, lexis as well as confidence to complete the task successfully To reduce speaking anxiety, students themselves must cooperate with their teachers in the process of learning In class, students should participate actively in such activities as pair and group discussions and get fully involve in different extracurricular activities 2.6 Solutions related to language testing In order to allay students‟ test anxiety, teachers should avoid focusing on possible negative consequences of low marks and instead encourage students to put out their best effort and work carefully Teachers should test fairly what the students know rather than by giving “tricky questions” ( Kondo, 1997) Exams should cover what 38 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 was taught in the context of how it was taught ( Zeidner, 1998) For example, if the students were never allowed to actually practice speaking the language in the classroom (preferably in small groups), an oral exam would not be appropriate In addition, the teacher should provide pre-test practice for the test The teacher can provide the students with an outline of the exam sections (including the instruction on the test) so that the students will know what to expect and will not be surprised Limitations of the study Although the study was designed and conducted with optimal care, limitations are unavoidable Firstly, the study was limited to first year students at Academy of Policy and Development It might not be the representative of all students at all the universities at the same level Secondly, in order to investigate the complex issue of language anxiety, only a limited time was available for teacher- student interviews (20- 25 minutes for each) Finally, only some suggested solutions have been recommended to cope with students‟ anxiety in speaking classes Despite of the above drawbacks, the researcher believes that this study is beneficial to the teaching of speaking skills to the students at Academy of Policy and Development Recommendations for further research This study has only made a limitedly partial investigation into language anxiety Both interviews and questionnaires used as research tools in this study have provided different insights into the nature of speaking anxiety; however, future researchers should combine other research instruments like observation to gain more reliable and valid results Researchers comtemplating future studies in this area may wish to explore testing anxiety- a constituent of FL anxiety or anxieties in the other language skills, namely reading anxiety, listening anxiety and writing anxiety Future researchers can further explore techniques to reduce students‟ anxiety in speaking classes or some practical activities for language learners and teachers to deal with anxiety in speaking lesson 39 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 REFERENCES Aida, Y (1994) Examination of Horowitz, Horowitz, and Cope's construct of foreign language anxiety: The case of students of Japanese Modern Language Journal, 78, pp.155-68 Alpert, R., & Haber, R (1960) Anxiety in academic achievement situations Journal of Abnormal and Social Psychology Ando, M (1999) Distinctive language anxiety factors among college students: Toward the further development of measures and theories Unpublished doctoral dissertation, State University of New York, Buffalo 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Teaching 26, Cambridge: Cambridge University Press, pp.1-11 16 Gardner, R.C., Lalonde, R N., Moorcroft, R., & Evers, F T (1987) Second language attrition: The role of motivation and use Journal of Language and Social Psychology, 6, pp 29-47 17 Gregerson, T S & Horwitz, E K (2002) Language learning and perfectionism: Anxious and non-anxious language learners‟ reactions to their own oral performance The Modern Language Journal, 86 (3), pp 562-570 18 Gynan, S N (1989) Preferred learning practices of selected foreign language students Paper presented at the American Association of Teachers of Spanish and Portuguese Annual Meeting, San Antonio, TX 19 Hembree, R (1988) Correlates, causes, effects, and treatment of test anxiety Review of Educational Research, 58, pp 47-77 20 Horwitz, E K., Horwitz, M B., & Cope, A J (1986) Foreign language classroom anxiety The Modern Language Journal, 70, pp 125-132 21 Horwitz, E K (1988) The beliefs about language learning of beginning university foreign 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to Natural Approach activities and teaching techniques In E K Horwitz & D J Young (Eds.), Language anxiety: From theory and research to classroom implications Upper Saddle River, NJ: Prentice Hall, (pp 109-126) 28 Kondo, D S ( 1997) Strategies for coping with test anxiety” Anxiety, Stress and Coping 10, (pp 203- 15) 29 Liao, Y F (1999) The effects of anxiety on Taiwanese EFL learners The proceedings of the Eighth international symposium on English teaching Taipei: The Crane Publishing Co., Ltd, (pp.453-63) 30 Lightbown, P., & Spada, N (1993) How languages are learned Oxford: Oxford University Press 31 Long, M H., & Porter, P A (1985) Group work, interlanguage talk, and second language acquisition TESOL Quarterly, 19, pp 207- 227 32 MacIntyre, P.D., & Gardner, R C (1989) Anxiety and second-language learning Toward a theoretical clarification Language Learning, 39, pp 251- 275 33 MacIntyre, P D., & Gardner, R (1991a) Investigating Language Class Anxiety Using the Focused Essay Technique The Modern Language Journal, 75, pp 296304 34 MacIntyre, P D., & Gardner, R C (1991b) Methods and results in the study of anxiety and language learning: A review of the literature Language Learning, 41, pp 85-117 35 MacIntyre, P D., & Gardner, R C (1994a) The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning Studies in Second Language Acquisition, 16, pp 1- 17 42 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 36 MacIntyre, P D., & Gardner, R C (1994b) The subtle effects of language anxiety on cognitive processing in the second language, Language Learning, 44, pp 283305 37 Madsen, H S (1982) Determining the debilitative impact of test anxiety Language Learning, 32, pp 133- 143 38 May, R (1977) The Meaning of Anxiety New York: W.W Norton & Company, Inc 39 McIntyre, P D (1995) How does anxiety affect second language learning? A reply to Sparks and Ganschow The Modern Language Journal, 79, pp 89-99 40 Nunan, D (1991) Language Teaching Methodology NJ: Prentice Hall International 41 Ohata, K (2005) Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U S TESSLEJ, 9(3), pp 1- 21 42 Onwuegbuzie, A, J., Bailey, P., & Daley, C, E (1999) „Factors Associated With Foreign Language Anxiety‟, Applied Psycholinguistics, Vol 20 (2), pp 217-239 43 Palacios, L M (1998) Foreign language anxiety and classroom environment: A study of Spanish university students Unpublished doctoral dissertation, The University of Texas, Austin 44 Pattison, P (1992) Developing Communication Skills Cambridge: Cambridge University Press 45 Phillips, E (1999), Decreasing Language Anxiety: Practical Techniques for Oral Activities In D., Young Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere Boston: McGraw- Hill, (pp.124- 144) 46 Price, M (1991) The Subjective Experiences of Foreign Language Anxiety: Interviews with Anxious Students In E Horwitz, & D Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall, (pp 101- 108) 47 Saito, Y., Horwitz, E K & Garza, T J (1999) Foreign language reading anxiety Modern Language Journal, 83, 202 - 218 43 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 48 Samimy, K (1994) Teaching Japanese: Consideration of learners‟ affective variables Theory into Practice, 33(1), pp 29-33 49 Scovel, T (1978), The effect of affect on foreign language learning: a review of the anxiety research Language Learning, 28, pp 129- 141 50 Scovel, T (1991) „The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research‟, in Horwitz, E.K., & Young, D J (eds.) Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall, pp 15-24 51 Spielberger, C D (1966) Theory and research on anxiety In C D Spielberger (Ed.), Anxiety and behavior New York: Academic Press, (pp 3-20) 52 Tanner, R., & Green, C (1998) Tasks for Teacher Education A Reflective Approach London: Addison Wesley Longman Limited 53 Tanveer, M (2007) Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language Dissertation, University of Glasgow 54 Tobias, S (1977) A model for research on the effect of anxiety on instruction In R Schwarzer, Self- related Cognition in Anxiety and Motivation Hillsdale, NJ: Lawrence Erlbaum, (pp 35- 53) 55 Tobias, S (1986), Anxiety and cognitive processing of instruction In R Schwarzer (Ed.), Self-related cognition in anxiety and motivation Hillsdale, New Jersey: Lawrence Erlbaulm Associates, (pp 35- 54) 56 Vogely, A J (1998) Listening comprehension anxiety: students‟ reported resources and solutions Foreign Language Annals, 31, 67 - 80 57 Young, D, J (1986) The relationship between anxiety and foreign language oral proficiency ratings In E.K Horwitz & D J Young (Eds.), Language Anxiey: From Theory and Research to classroom Implications New Jersey: Prentice- Hall Inc, pp 57- 64 58 Young, D, J (1990) „An Investigation of Students‟ Perspectives on Anxiety and Speaking‟, Foreign Language Annals Vol 23, pp 539-553 59 Young, D J (1991) Creating a low- anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, pp 426- 439 44 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 60 Young, D (1999), Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere Boston: McGrawHill 61 Zeidner, M ( 1998) Test anxiety: The state of Art New York:Plenum Press 45 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX Survey Questionnaire Các bạn sinh viên thân mến Tôi tiến hành nghiên cứu có tựa đề “ Nghiên cứu yếu tố ảnh hướng đến lo lắng học kỹ Nói sinh viên khơng chun năm thứ Học Viện Chính sách Phát triển: Một số thủ thuật khắc phục” Dưới câu hỏi với thông tin cần thiết để thu thập liệu tin cậy cho nghiên cứu, mong bạn đóng góp ý kiến Tơi xin cam đoan tất thông tin mà bạn cung cấp giữ bí mật tuyệt đối Xin chân thành cảm ơn hợp tác bạn Thông tin chung: Họ tên: …………………………………………… (bạn khơng điền khơng muốn) Giới tính:  Nam  Nữ Bạn học tiếng Anh bao lâu?  Ít năm  1- năm  Hơn năm Bạn tuổi? A Nội dung khảo sát: Những nguyên nhân gây nên lo lắng cho sinh viên không chuyên năm thứ học nói tiếng Anh: I Hãy đánh dấu ( √) vào câu trả lời tương ứng với ý kiến bạn: Hồn tồn khơng đồng ý Khơng đồng ý Đồng ý phần Tôi không cảm thấy tự tin thân nói tiếng Anh Tơi ln cảm thấy bạn khác nói tiếng Anh tốt Tơi nghĩ học nói tiếng Anh bao gồm việc học thuộc từ vựng quy tắc ngữ pháp Tơi nghĩ học nói tiếng Anh nghĩa học cách dịch từ tiếng Việt sang tiếng Anh 5.Tơi nghĩ việc quan trọng để nói tiếng Anh tốt phải phát âm thật chuẩn Tơi nghĩ người có khiếu học tốt tiếng Anh I 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z Đồng ý Hồn tồn đồng ý 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Hồn tồn khơng đồng ý Không đồng ý Đồng ý phần Trong học nói tiếng Anh, giáo viên khơng dành đủ thời gian cho lớp nói Quan tâm chủ yếu giáo viên nghe chúng tơi nói nhằm sửa lỗi sai Trong học nói tiếng Anh, giáo viên ln đặt yêu cầu cao khiến cảm thấy áp lực 10 Trong học nói tiếng Anh, giáo viên thường ý đến người có học lực ưu tiên họ 11 Trong học nói tiếng Anh, giáo viên thường chữa lỗi sai mắc phải trước lớp 12 Trong học nói tiếng Anh, giáo viên khơng nhiệt tình nghe tơi trình bày kiến 13 Tôi sợ bị giáo viên trách mắng tơi khơng nói tiếng Anh tốt 14 Tôi sợ giáo viên gọi trả lời câu hỏi tiếng Anh 15 Tôi sợ phải tham gia thảo luận nhóm tiếng Anh 16 Tơi lo sợ phải thuyết trình tiếng Anh trước lớp 17 Tơi sợ phải đóng kịch làm hội thoại tiếng Anh với bạn khác 18 Tôi sợ bị điểm làm kiểm tra làm thi mơn nói tiếng Anh II 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z Đồng ý Hoàn toàn đồng ý 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 19 Tôi sợ nội dung đề kiểm tra đề thi nói tiếng Anh khơng giống với tơi học lớp 20 Càng học nhiều để chuẩn bị cho kì thi nói tiếng Anh lại cảm thấy lo lắng III 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