An investigation into foreign language anxiety on classroom involvement of non english major students at a university in vietnam

INTRODUCTION

Background to the study

English is increasingly recognized as a universal language essential for global communication, providing students with enhanced educational and employment opportunities (Rao, 2019) In response to this significance, the Vietnamese government initiated The National Foreign Languages Project 2020 (NFLP 2020) to transform the national education system's approach to foreign language instruction, primarily focusing on English (Prime Minister, 2008) This initiative aims to elevate the English proficiency of Vietnamese youth to align with modern societal demands Consequently, English has become a compulsory subject in the curriculum from grade 3 to grade 12, starting in the academic year 2022.

In 2023, the Vietnamese government has made significant efforts to provide students with early exposure to English; however, these initiatives have not yielded the desired outcomes, as many students still exhibit unsatisfactory English proficiency Despite years of formal education, numerous university graduates continue to struggle with English communication skills (Nguyen, Bui, & Nguyen, 2020) Consequently, the National Foreign Language Project (NFLP) 2020 has fallen short of its objectives, leading to an extension of its completion timeline to 2025 (Prime Minister, 2017) This situation prompts an investigation into the factors influencing the English performance of Vietnamese students.

Foreign language anxiety, a concept introduced by Horwitz et al (1986), is a complex construct that encompasses self-perceptions, beliefs, feelings, and behaviors related to language learning Krashen (1985) highlights affective factors as significant barriers to language acquisition, particularly anxiety, which can impede learners' progress Walker (1997) notes that foreign language study is often the most anxiety-inducing task for students, especially those who excel in other subjects This phenomenon has garnered interest from researchers since the 1970s, revealing that foreign language anxiety is multidimensional, involving communication apprehension, test anxiety, and fear of negative evaluation Studies by Gardner et al (1997) and others have confirmed that foreign language anxiety is a critical factor negatively impacting language performance and achievement, emphasizing the need to address emotional barriers in language education.

& Budin, 2014; Gopang, Bughio, & Pathan, 2015; Zhang, 2019)

Classroom involvement, akin to foreign language anxiety, has garnered significant attention from researchers in higher education, stemming from Astin's (1975) student involvement theory This theory investigates how various factors in the college environment impact students' commitment to their education Defined as the quality and quantity of students' psychological, cognitive, emotional, and behavioral engagement in both academic and social activities, classroom involvement is crucial for achieving successful learning outcomes (Gunuc & Kuzu, 2015) As research progresses, the importance of classroom involvement in language learning and academic achievement has become increasingly evident, with studies highlighting its role as a vital condition for enhancing student learning (Skinner & Pitzer, 2012) Numerous studies have consistently shown a positive correlation between student involvement and academic success (e.g., Finn, 1989; Fredricks et al., 2004; Reeve & Lee, 2014; Harbour et al., 2015).

Foreign language anxiety and classroom involvement significantly influence students' language performance, although their effects may vary Research indicates that anxiety often leads to reduced voluntary participation in language classes (MacIntyre & Gardner, 1991; Na, 2007) Xiang (2004) further emphasizes that foreign language anxiety diminishes students' engagement levels Asghar (2014) examined this relationship among university students in Saudi Arabia, revealing a negative correlation between engagement and anxiety, suggesting that more engaged students tend to experience lower anxiety levels Supporting this view, Oruỗ and Demirci (2020) also found similar results in their study.

Turkish context revealed that foreign language anxiety has a detrimental impact on student engagement

In Vietnam, most universities mandate that students obtain a B1 level foreign language certificate for graduation, leading many to enroll in English courses out of obligation rather than genuine interest (Lam, 2018) This requirement often results in non-English major students being passive and reserved in English classrooms, with research by Le and Nguyen (2021) highlighting their reluctance to participate in speaking activities despite having a good grasp of the language Observations reveal that this passivity is linked to foreign language anxiety, which negatively impacts classroom involvement and can lead to poor language performance Alarmingly, many students fail to graduate on time due to not meeting the English certification requirement (Quyen, 2022) Consequently, it is crucial to explore the effects of foreign language anxiety on the classroom engagement of non-English major students, as this understanding could enhance their English language performance and overall academic success Vietnamese scholars have increasingly focused on the issues of foreign language anxiety and student engagement (e.g., Tran, 2019; Le & Tran, 2020).

Despite the increasing interest in foreign language anxiety, its impact on classroom involvement remains underexplored, particularly in the context of English language education in Vietnam This thesis aims to address this gap by examining how foreign language anxiety affects non-English major students' participation in classes at the University of Social Sciences and Humanities (USSH), part of the Viet Nam National University Ho Chi Minh City (VNUHCM) The findings could enhance both theoretical understanding and practical approaches to teaching English in this setting.

Aims of the study

Vietnamese non-English major students often experience foreign language anxiety, which adversely impacts their participation in the classroom To enhance their English performance, it is essential to explore the relationship between foreign language anxiety and classroom involvement This study aims to investigate how various factors contributing to foreign language anxiety influence students' engagement in the classroom The findings will provide insights into minimizing anxiety levels and fostering greater involvement in English learning.

(1) To identify foreign language anxiety’s factors that affect classroom involvement of non-English major students at the USSH, VNUHCM;

(2) To investigate the extent to which foreign language anxiety’s factors affect classroom involvement of non-English major students at the USSH, VNUHCM

In order to achieve the two stated aims, the current study sets out to answer the following research questions:

1 What factors of foreign language anxiety affect classroom involvement of non-English major students at the USSH, VNUHCM?

2 To what extent do factors of foreign language anxiety affect classroom involvement of non-English major students at the USSH, VNUHCM?

Significance of the study

This study is expected to provide both theoretical and practical significance, contributing to the literature on English teaching and learning, particularly in higher education in Vietnam It aims to present evidence of how foreign language anxiety affects classroom involvement among non-English major students at USSH, VNUHCM, while also offering a research instrument that can guide future studies Practically, the findings will raise awareness among non-English major students about their foreign language anxiety and its negative impact on classroom participation, enabling them to develop strategies to engage more effectively in English classes and improve their performance Additionally, the research will inform English teachers and teacher trainers about the significant effects of students' foreign language anxiety, allowing for timely adjustments in teaching methods to enhance student involvement and learning outcomes, as well as necessary modifications to teacher training programs.

Scope of the study

This study examines the impact of foreign language anxiety on classroom involvement among non-English major students at the Center for Foreign Languages (CFL), USSH, VNUHCM Focusing on students from various faculties, the research highlights that classroom involvement was prioritized due to the challenges of observing academic engagement outside of the classroom Additionally, the absence of recent tests in the general English class complicated the analysis of test anxiety's effects on students' participation.

This study focused on two key components of foreign language anxiety: communication apprehension and fear of negative evaluation, as identified by Horwitz et al (1986).

Organization of thesis chapters

The thesis is divided into five chapters including (1) Introduction, (2) Literature review, (3) Research methodology, (4) Findings and discussion, and (5) Conclusion The contents of each chapter are briefly specified below

This chapter has given an overview of the current study in terms of background to the study, aims, research questions, significance, scope, and organization of the study

Chapter 2 provides a theoretical foundation for this study by reviewing the related literature on foreign language anxiety and classroom involvement Important previous studies are synthesized and analyzed to formulate a conceptual framework for the present research, which helps towards designing research instruments

Chapter 3 explains the methods that have been employed to conduct the current study It describes the research design, research site, participants, and research instruments The data collection procedure and data analysis scheme are also presented in detail

Chapter 4 reports the findings of the collected data and sets forth discussion of them It gives some insights into the effects of foreign language anxiety on classroom involvement within the context of this study

Chapter 5 encapsulates the research findings and presents conclusions derived from them, highlighting the pedagogical implications for EFL teachers, students, and teacher trainers Additionally, it addresses the study's limitations and offers recommendations for future research in this area.

LITERATURE REVIEW

Anxiety

Anxiety is a psychological phenomenon that can be understood through the perspectives of psychologists According to Spielberger (1983), anxiety is defined as a "subjective feeling of tension, apprehension, nervousness, and worry" linked to the autonomic nervous system Scovel (1978) describes it as "a state of apprehension" characterized by a vague fear indirectly related to an object Additionally, researchers have noted that anxiety manifests as unease and restlessness, particularly among foreign language learners during communication (Abbas et al., 2020; Malik et al., 2020) While various definitions of anxiety exist, they all converge on the idea that it is an emotion associated with negative feelings.

2.1.2 Approaches to anxiety study in language learning

Anxiety has long been recognized as a significant factor in language learning, particularly in classroom environments Research from the 1970s explored the distinction between state and trait anxiety Trait anxiety, as defined by Brown (1994), refers to a consistent tendency to feel anxious across various situations, while Spielberger, Anton, and Bedell (2015) describe it as a relatively stable personality trait In contrast, state anxiety is a temporary emotional response experienced in specific contexts Phillips (1992) aligns with this understanding, characterizing trait anxiety as a stable tendency and state anxiety as occurring in particular situations.

The trait-state distinction has faced significant criticism from interactionists, who argue that anxiety cannot be accurately measured in isolation from specific situations They contend that this distinction fails to capture the complex interactions between individuals and their environments that shape human emotions and behaviors This criticism aligns with the anxiety transfer approach, which posits that language anxiety is a manifestation of more generalized anxiety types (Tóth, 2008) Consequently, individuals with high levels of general anxiety are likely to experience similar feelings when learning or using a foreign language However, this perspective has led to conflicting findings in early studies regarding the relationship between anxiety and language achievement and performance (Tran).

To address the inconsistencies in language anxiety research, Scovel (1978) emphasized the need to clearly define the type of anxiety being studied This led to the development of situation-specific anxiety, which is characterized as trait anxiety measured within a specific context (MacIntyre & Gardner).

In 1991, Gardner highlighted that anxiety in language acquisition is context-specific, particularly relating to second language achievement Many students may feel comfortable in other subjects yet experience significant anxiety when learning a foreign language, indicating a unique source of stress tied to language learning This suggests that not all forms of anxiety impact language acquisition, and language anxiety cannot simply be viewed as a variation of other anxieties Consequently, the anxiety transfer approach has been deemed inadequate for language learning, leading to the adoption of a unique anxiety approach This new perspective posits that language anxiety is a situation-specific response that emerges during the process of learning and using a second language (Tóth, 2008).

Foreign language anxiety

2.2.1 Definition of foreign language anxiety

Research has established that foreign language anxiety is a situation-specific anxiety distinct from trait and state anxiety, as noted by Gardner (1985) and Horwitz et al (1986) This type of anxiety is particularly relevant in language learning contexts, as highlighted by Horwitz (2010) Young (1992) described foreign language anxiety as a complex psychological phenomenon unique to language acquisition Moreover, MacIntyre and Gardner (1994) characterized it as a state of tension and apprehension associated with second or foreign language situations, encompassing the worries and negative emotional reactions individuals experience while learning or using a new language.

Foreign language anxiety, as defined by MacIntyre and Gardner (1986), is a unique phenomenon that differs from other specific anxieties It encompasses a complex interplay of self-perceptions, beliefs, feelings, and behaviors that arise specifically from the language learning process This comprehensive definition serves as the foundation for understanding foreign language anxiety in the current study.

2.2.2 Components of foreign language anxiety

In 1983, Bailey identified three key components of language anxiety: competitiveness, tests, and the learner-teacher relationship Building on this, Young (1991) proposed six causes of language anxiety, which include personal and interpersonal factors, learner beliefs about language learning, instructor beliefs about teaching, interactions between instructors and learners, classroom procedures, and language tests Both Bailey's and Young's frameworks emphasize the significance of learners, teachers, and instructional practices in understanding language anxiety More recent studies by Tran et al continue to explore these themes.

In 2013, researchers reviewed the literature on foreign language anxiety and categorized its components into four main groups: learner-related, teacher-related, language testing-related, and instructional practices-related components While terminology varied across studies, these components align with Horwitz et al.’s (1986) theory, which identifies three key aspects of foreign language anxiety: communication apprehension, test anxiety, and fear of negative evaluation Specifically, communication apprehension corresponds to learner-related components, test anxiety relates to language testing, and fear of negative evaluation pertains to both teacher and instructional practices The specificity of Horwitz et al.’s framework enhances the development of effective measurement tools for assessing foreign language anxiety.

(2007) also stated that foreign language anxiety’s components based on Horwitz et al have been the most influential to date

Numerous studies have utilized Horwitz et al.’s (1986) theory, although the three components of foreign language anxiety are often referred to with varying terminology across different research A summary of these studies is presented in the table below.

Table 2.1 Construct of foreign language anxiety across some studies

Year Author(s) Context and sample

Components of foreign language anxiety

75 students in introductory Spanish classes at the University of Texas, the

132 college students in English conversation classes, Korea

40 first-year students of Business Studies at Stamford College, Malaysia

254 EFL non- English major freshmen at a continuing school, Taiwan

39 first-year non-English major students in an English class at Hanoi National University of Education, Vietnam

As described in Table 2.1., at least four other studies agreed with Horwitz et al (1986) on the categorization of foreign language anxiety’s components (e.g., Park

Research on examination anxiety has been conducted across various regions, including the United States, Korea, Malaysia, Taiwan, and Vietnam (Lee, 2005; Zulkifli, 2007; Lee, 2011; Tran, 2019) Notably, Park and Lee differentiate between "examination anxiety" and "criticism anxiety," as opposed to the more commonly used terms "test anxiety" and "fear of negative evaluation." While these terms are not identical, they are considered to share similar underlying characteristics.

Research by Tran et al (2013) highlights that the components of foreign language anxiety can differ depending on the context, suggesting that the framework proposed by Horwitz et al (1986) may not universally apply In the Asian cultural context, Jones (2004) noted that many students struggle to communicate in a foreign language due to the fear of losing face Supporting this, Le and Tran (2020) found that non-English major students in Vietnam often fear being laughed at during English classes Additionally, Tran (2019) pointed out that these students' lack of confidence in communication and testing significantly contributes to their foreign language anxiety Thus, Horwitz et al.'s three components—communication apprehension, test anxiety, and fear of negative evaluation—remain relevant in the Vietnamese context.

The construct of foreign language anxiety, as proposed by Horwitz et al (1986), is recognized for its specificity and significance in research, particularly within the context of English teaching and learning in Vietnam Supported by numerous researchers, Horwitz et al.'s components are deemed suitable for the current study, and each component will be examined in detail below.

Communication apprehension, defined by Powers and Smythe (1980) as an anxiety experienced during real or anticipated interactions, and further characterized by Horwitz et al (1986) as a type of shyness related to communication, significantly impacts individuals' ability to engage with others Horwitz et al identified three manifestations of this phenomenon: oral communication anxiety, stage fright, and receiver anxiety This apprehension is particularly relevant in foreign language learning environments, where individuals who struggle with communication face heightened challenges due to the lack of control over their performance and constant evaluation.

Oral communication anxiety refers to the difficulty individuals experience when speaking in pairs or small groups, as noted by Horwitz et al (1986) While there is no specific definition for this anxiety, it is important to differentiate it from stage fright Oral communication anxiety pertains to challenges faced in front of a limited audience, whereas stage fright involves a broader context, which will be explored further in the following section.

Stage fright, also known as speech anxiety, refers to the intense fear experienced by individuals when required to speak or perform in public, particularly in front of a classroom This phenomenon, as highlighted by Horwitz et al (1986) and further supported by Arifin (2017), can lead to various symptoms, including stammering, blushing, shaking, sweating hands, avoidance of eye contact, and restless body movements.

Receiver anxiety is a key component of communication apprehension, defined as the difficulty in understanding or learning spoken messages (Horwitz et al., 1986) It parallels the concept of receiver apprehension, which describes the anxiety experienced when decoding messages and processing information (Preiss, Wheeless, & Allen, 1990) This form of anxiety encompasses the fear of misinterpretation, inadequate processing, and psychological challenges in adjusting to messages from others (Wheeless, 1975) According to Wheeless, Preiss, and Gayle (1997), receiver apprehension arises in four scenarios: facing new information, low cognitive complexity hindering information assimilation, insufficient schemata for responding to messages, and the fear of forgetting information when it needs to be recalled, particularly for evaluation.

Test anxiety, defined by Gordon and Sarason as "a type of performance anxiety stemming from a fear of failure" (Horwitz et al., 1986, p 127), significantly impacts students, particularly in foreign language classes Students often impose unrealistic expectations on themselves, viewing only flawless performance as a measure of success Horwitz et al highlighted that oral tests can be particularly anxiety-inducing, as students may face both communication apprehension and test anxiety simultaneously Aydin (2009) further emphasized that test anxiety adversely affects learning by hindering students from demonstrating their true language proficiency.

Fear of negative evaluation was originally defined by Watson and Friend as

Fear of negative evaluation in language learning manifests as apprehension about how others perceive one's abilities, leading to avoidance of evaluative situations Gregersen and Horwitz (2002) highlight that anxious learners often associate their mistakes with the fear of unfavorable judgments, which extends beyond test scenarios to any social context, including foreign language classes (Horwitz et al., 1986) This anxiety is evident in students' heightened concerns regarding assessments of their performance and competence in the target language (MacIntyre).

& Gardner, 1991) These students thus almost never volunteer to start conversations and interactions, and they do not even go to class to avoid evaluative situations (Gregersen & Horwitz, 2002)

Evaluation is a constant and essential component of foreign language classrooms, occurring regularly throughout the learning process Research by Horwitz et al (1986) highlights that students often experience anxiety regarding both actual and perceived evaluations from teachers and classmates Additionally, MacIntyre and Gardner note that both teachers and peers attentively listen to students' speech, focusing on identifying and correcting mistakes.

(1991, p 105) Therefore, fear of negative evaluation is divided into two factors namely fear of teacher negative evaluation and fear of peer negative evaluation

2.2.3 Measure of foreign language anxiety

Classroom involvement

Student involvement theory, established through Astin's 1975 longitudinal study on college dropouts, examines the college environment's impact on student persistence The research identifies that factors promoting student retention correlate with higher levels of involvement, while those contributing to dropouts indicate a deficiency in engagement.

Astin (1984) defines student involvement as the physical and psychological energy a student invests in their academic experience This concept can differ among researchers and overlaps with related ideas such as integration and engagement In this study, the terms involvement and engagement are treated as synonymous and used interchangeably.

Astin’s theory of student involvement laid the groundwork for Shneiderman’s concept of student engagement, which emphasizes meaningful learning within classroom settings (Asghar, 2014) However, this definition has been criticized for its vagueness, as the term "meaningful" can vary greatly among individuals To address this, Gunuc and Kuzu (2015) refined the definition of student engagement to encompass the psychological, cognitive, emotional, and behavioral responses of students to both academic and social activities, both inside and outside the classroom, ultimately aiming for successful learning outcomes This more specific definition acknowledges the diverse domains of student experience and the importance of engagement in various contexts.

This study specifically examines classroom involvement, recognizing its critical role in shaping students' educational experiences While student engagement can encompass both in-class and extracurricular activities, the focus here is on the formal education that only the classroom setting can provide (Tinto).

In this study, classroom involvement is defined as the quality and quantity of students' cognitive, emotional, and behavioral responses to academic and social activities within the classroom, which are essential for achieving successful learning outcomes.

Reschly and Christenson (2012) highlight that the absence of consensus on the components of student involvement has hindered research in this area Various studies have introduced models with two, three, and four components of student involvement Despite these differences, there is a general agreement on its multidimensional nature, emphasizing the complexity of how students engage in their educational experiences.

Involvement in education encompasses both in-class and out-of-class engagement (2010) According to Fredricks and McColskey (2012), engagement is characterized by two dimensions: behavior, which includes participation, effort, and positive conduct, and emotion, which encompasses interest, belonging, value, and positive feelings More recent research has proposed a three-component model of student engagement, with behavior, emotion, and cognitive engagement being the most prevalent Additionally, Appleton et al (2006) and Reschly & Christenson (2006) identified four components: academic, behavioral, cognitive, and psychological (or affective) engagement Within this framework, behavioral components are divided into academic aspects, such as time on task and homework completion, and behavioral aspects, including attendance and participation Reeve (2012) further expanded on this by introducing agentic engagement, which reflects students' efforts to enhance their learning experiences rather than passively absorb information A summary of the various components of student involvement can be found in Table 2.2.

Table 2.2 Construct of student involvement/engagement across some studies

Year Author(s) Componets of involvement/engagement

2010 Sidelinger In-class involvement, out-of-class involvement

Behavioral engagement, emotional engagement, cognitive engagement 3

2003 Jimerson, Campos, and Greif; Kuh

Handelsman, William, Sullivan, and Towle

2009 Svalberg Cognitive engagement, affective engagement, social engagement

Academic engagement, behavioral engagement, cognitive engagement, psychological (affective) engagement 4

Behavioral engagement, emotional engagement, cognitive engagement, agentic engagement

In language teaching and learning, both cognitive and affective components significantly influence the process of acquiring a new language (Brown, 1994) This understanding aligns with the two-component model proposed by Finn (1989), which emphasizes the importance of these elements in effective language education.

The research by Skinner et al (2009) is considered incomplete due to its neglect of the cognitive component Additionally, Sidelinger's (2010) two-component model is viewed as overly general, potentially impacting the development of effective measurement tools for involvement In contrast, Appleton et al propose a comprehensive four-component model that addresses these gaps.

In 2006, Reschly and Christenson highlighted the interconnectedness of academic and behavioral components, emphasizing that factors such as time on task, credits earned, and homework completion are reflective of individual behaviors Additionally, the concept of agentic engagement is introduced in a four-component model by Reeve, further illustrating the importance of integrating behavioral aspects into academic performance.

In 2012, it was noted that agentic engagement overlaps with behavioral engagement, both reflecting active participation in the learning process However, agentic engagement has not been widely recognized as a key component of student engagement in research In contrast, numerous studies have identified three primary components of student engagement: behavioral, cognitive, and emotional engagement, as summarized in Table 2.2 This three-component model is utilized in the current research, encompassing all aspects within the classroom context Thus, this study examines classroom involvement through behavioral, emotional, and cognitive components, each of which will be explored in detail.

Fredricks et al (2004) identified three definitions of behavioral involvement: first, it encompasses positive conduct while excluding disruptive behaviors; second, it pertains to engagement in learning and academic tasks through specific behaviors For this study, which focuses on classroom involvement, the third definition related to participation in school-related activities is not utilized Therefore, behavioral involvement is defined as positive conduct towards learning and academic tasks within a classroom environment.

Behavioral involvement is clearly observable and measurable, as highlighted by Appleton, Christenson, and Furlong (2008) Researchers have identified various manifestations of this involvement, including adherence to rules, compliance with classroom norms, and displays of effort, persistence, concentration, attention, inquiry, and active participation in class discussions (Fredricks et al., 2004; Delfino, 2019).

Emotional involvement in education is fundamentally linked to feelings, as highlighted by Fredricks et al (2004), who describe emotional engagement as encompassing both positive and negative reactions to teachers, peers, academics, and the school environment, ultimately fostering connections to the institution and influencing students' motivation In contrast, Skinner and Belmont (1993) argue that emotionally engaged students exhibit only positive emotions, such as enthusiasm, optimism, curiosity, and interest in classroom activities While Fredricks et al acknowledge negative reactions as part of emotional engagement, Skinner and Belmont view these as signs of disaffection, which manifests as boredom, depression, anxiety, anger, or rebellion among disengaged students.

The researcher refrains from determining the validity of differing arguments, yet advocates for the perspective of Skinner and Belmont (1993) They emphasize that involvement, defined as “the act of giving a lot of time and attention to something you care about” (Oxford University Press, 2010), is inherently positive.

The effects of foreign language anxiety on classroom involvement

Foreign language anxiety significantly impacts classroom involvement, leading to students' withdrawal from participation Research indicates that anxious students often remain passive, avoiding activities that could enhance their language skills and, in some cases, skipping class altogether (MacIntyre & Gardner, 1991; Na, 2007; Gregersen & Horwitz, 2002) In the Vietnamese context, Tran (2019) observed that many students exhibit passivity in foreign language classrooms, often sitting at the back, avoiding participation, and struggling to concentrate, which is attributed to their anxiety.

Research has highlighted the detrimental impact of foreign language anxiety on student engagement, yet there is limited exploration of this issue A notable study by Asghar (2014) in Saudi Arabia found a negative correlation between foreign language anxiety and student involvement, indicating that students who are more engaged tend to experience lower levels of anxiety To assess student engagement, the study utilized the student version of the Utrecht Work Engagement Scale, employing a 7-point Likert scale The scale demonstrated high reliability, as evidenced by a strong Cronbach’s alpha coefficient.

The scale used in the study (α = 850) primarily assesses students' emotions related to learning, neglecting their behaviors and cognitive processes in the classroom, which limits its effectiveness in providing a comprehensive view of student engagement Similarly, Oruỗ and Demirci (2020) explored student engagement in Turkey, focusing on cognitive, affective, and social components through the Language Engagement Scale Their findings echoed Asghar's conclusions that foreign language anxiety adversely affects student engagement; however, the study lacks detailed information about the scale's construction, raising concerns about its reliability.

Recent research has explored various factors contributing to foreign language anxiety, including oral communication anxiety, stage fright, receiver anxiety, and fears of negative evaluations from teachers and peers However, no single study has addressed all five factors simultaneously; instead, each focused on the impact of individual factors on classroom involvement For instance, Cristobal and Lasaten (2018) found that students' active participation in classroom activities can be hindered by their apprehensions related to oral communication Additionally, Martin-Lynch, Correia, and Cunningham examined the effects of stage fright or public speaking anxiety on student engagement.

(2016) conducted in Australia found that it probably has a negative effect on student engagement in oral communication assessments This was then supported by Arifin

A study conducted in Indonesia highlights similarities with Vietnam, as both are Southeast Asian nations Arifin notes that public speaking often causes significant anxiety for students, leading many to avoid situations that require them to speak in class Chesebro (2003) found a strong negative correlation between receiver apprehension and cognitive learning, linking cognitive involvement to classroom engagement Supporting this, Hsu (2012) discovered that receiver apprehension also negatively impacts affective learning, which is associated with emotional involvement in the classroom Additionally, Delfino addresses the factors of foreign language anxiety, specifically the fear of negative evaluations from teachers and peers.

In the Philippines, a 2019 study found that many students refrain from participating in discussions due to fears of making mistakes and facing criticism from peers and teachers Similarly, Ding (2022) highlighted that 66% of English major students in China also reported that fear of negative evaluation from teachers led to their lack of participation These studies collectively indicate a negative correlation between foreign language anxiety and classroom involvement, demonstrating that anxiety can adversely affect student engagement across different educational contexts.

In Vietnam, research on foreign language anxiety primarily emphasizes its causes and its impact on language performance, as noted in studies by Tran (2019) and Le & Tran (2020) However, the relationship between foreign language anxiety and classroom involvement remains largely unexamined There is limited understanding of how specific factors of foreign language anxiety influence the classroom engagement of Vietnamese students.

Foreign language anxiety can differ significantly across cultural contexts, highlighting the importance of considering cultural differences in research What feels comfortable for learners in one culture may induce stress in others Therefore, findings from studies on foreign language anxiety and classroom involvement conducted in different countries may not accurately reflect the Vietnamese context.

The impact of foreign language anxiety on classroom involvement has garnered attention from researchers globally, yet many have only observed and argued its effects without delving deeper While some studies have identified the generally negative influence of foreign language anxiety, this construct is multifaceted, prompting questions about which specific factors contribute to its impact on classroom involvement Additionally, some research has isolated these factors, making it difficult to compare their relative effects In Vietnam, the relationship between foreign language anxiety and classroom involvement remains underexplored, leaving the influence of its various factors largely unknown This study aims to address these gaps by investigating which aspects of foreign language anxiety affect classroom involvement among non-English major students and to what extent, thereby enhancing the understanding of this issue within the Vietnamese context.

The conceptual framework

The conceptual framework of this study, illustrated in Figure 2.1, was developed based on a comprehensive literature review and serves as the guiding principles for addressing the research questions This framework was independently created by the researcher, drawing on insights from previous studies, including those by Horwitz et al (1986), Chesebro (2003), Hsu (2012), Martin-Lynch et al (2016), Arifin (2017), and Cristobal and Lasaten.

The study focuses on the effects of foreign language anxiety, specifically examining two components: communication apprehension and fear of negative evaluation Communication apprehension is further divided into oral communication anxiety, stage fright, and receiver anxiety, while fear of negative evaluation includes fear of negative feedback from teachers and peers The research aims to analyze how these five factors impact classroom involvement, positing that their influence is likely negative The conceptual framework consists of five independent variables—oral communication anxiety, stage fright, receiver anxiety, fear of teacher negative evaluation, and fear of peer negative evaluation—alongside one dependent variable, classroom involvement.

Chapter summary

This chapter reviews literature on foreign language anxiety and classroom involvement, analyzing prior studies to identify research gaps It elaborates on new insights derived from these gaps, culminating in a conceptual framework that will guide the subsequent stages of the research.

Oral communication anxiety Stage fright Receiver anxiety

Fear of teacher negative evaluation

Fear of peer negative evaluation

Classroom involvement chapter The next chapter will discuss the research methodology which was formed on the basis of this chapter.

METHODOLOGY

Research questions

This study aims to identify the factors contributing to foreign language anxiety that impact classroom involvement among non-English major students at USSH, VNUHCM Additionally, it investigates the degree to which these factors influence student engagement in the classroom Two key research questions have been formulated to guide this investigation.

1 What factors of foreign language anxiety affect classroom involvement of non-English major students at the USSH, VNUHCM?

2 To what extent do factors of foreign language anxiety affect classroom involvement of non-English major students at the USSH, VNUHCM?

Based on the conceptual framework described in Chapter 2, five hypotheses were formulated as follows:

1 Hypothesis 1 (H1): Oral communication anxiety negatively affects classroom involvement

2 Hypothesis 2 (H2): Stage fright negatively affects classroom involvement

3 Hypothesis 3 (H3): Receiver anxiety negatively affects classroom involvement

4 Hypothesis 4 (H4): Fear of teacher negative evaluation negatively affects classroom involvement

5 Hypothesis 5 (H5): Fear of peer negative evaluation negatively affects classroom involvement.

Research design

To achieve the research objectives, a mixed methods design was utilized, which combines both quantitative and qualitative approaches to provide a comprehensive understanding of the research problem (Creswell & Clark, 2012) This design facilitates the exploration and cross-validation of relationships between variables, addressing the issue of method-boundedness as highlighted by Fraenkel and Wallen.

In 2009, an explanatory sequential mixed methods design was employed, which involves a two-phase approach This method begins with the collection of quantitative data, followed by the gathering of qualitative data to provide deeper insights and explanations for the quantitative findings (Creswell, 2012, p 542).

In the initial phase of the study, quantitative data were collected via questionnaires to investigate the factors contributing to foreign language anxiety and their impact on classroom participation among non-English major students at USSH, VNUHCM This phase aimed to quantify the extent of these factors' influence on student involvement The subsequent phase involved semi-structured interviews to gather qualitative data, providing deeper insights into the quantitative findings related to the first research question It is important to note that qualitative data were exclusively utilized for this question, as measuring the extent of influence is more effectively achieved through numerical analysis rather than interviews.

Context of the study

The study was carried out at the University of Social Sciences and Humanities (USSH), Viet Nam National University Ho Chi Minh City (VNUHCM)

Full-time students at the university are required to enroll in general foreign language courses offered by the Center for Foreign Languages (CFL) at Thu Duc campus, unless they qualify for exemptions Students are assigned to classes based on their placement test results, ranging from levels A1 to B1 The majority of these courses focus on English and cater to non-English majors from various faculties within USSH, VNUHCM Each course spans eight weeks, totaling sixty periods, with 26 English classes available, each accommodating an average of thirty students.

The selected research site offers ideal conditions for the study, as it provides general English classes specifically designed for non-English major students, who are the target participants Additionally, the researcher's affiliation with the university facilitates the sampling process.

Sample and sampling procedures

For quantitative data from questionnaires, the research was conducted on non-English majors who attend compulsory general English classes from November,

From 2022 to January 2023 at the USSH, VNUHCM, a researcher utilized simple random sampling to ensure representative data from general English classes, supported by specific student statistics (Creswell, 2012) The sample size was determined using a sample-to-item ratio, as recommended for Exploratory Factor Analysis (EFA) by Memon et al (2020) A 5-to-1 ratio was applied, meaning the sample size must be no less than five times the number of items in the study (Gorsuch, 1983; Hatcher, 1994; Suhr, 2006) With 24 items, or observed variables, in the questionnaire, the required sample size amounted to 120 participants for effective EFA.

For optimal multiple regression analysis, a minimum sample size of 90 is required when there are five independent variables, based on the formula n ≥ 50 + 8p (where p represents the number of independent variables) (Tabachnick & Fidell, 2007) Therefore, a sample size of 120 or more is recommended for robust results.

The current study involved 305 students as target participants, with a demographic breakdown showing that three-fourths were female and one-fourth were male These participants represented various faculties and departments at USSH, VNUHCM, with the Faculty of Archives and Office Management contributing the largest group of 37 students (12.1%) Notably, the majority of participants were freshmen.

Out of 305 students surveyed, 81.6% were freshmen (249 students) and 16.7% were sophomores (51 students), with only 1.6% being juniors (5 students) and no seniors present This distribution is primarily due to juniors and seniors typically meeting exemption criteria for general foreign language studies at the USSH, VNUHCM A significant majority of students began learning English in grade 3 (199 students, 65.2%), followed by those who started in grade 6.

Out of 72 students, representing 23.6%, the majority are in higher grades, while 27 students (8.9%) are in lower grades such as kindergarten and grade 1, and only 7 students (2.3%) are in grade 10 This distribution aligns with the implementation of a 10-year foreign language program initiated in 2008 (Prime Minister, 2008) Additionally, when considering the frequency of English usage outside of university settings, over 100 students indicated that they use English 'seldom', which constitutes the largest percentage among the respondents.

In this study, qualitative data was gathered through semi-structured interviews using convenience sampling, based on the participants' willingness and availability (Creswell, 2012) A total of eleven students who completed questionnaires and provided contact information were selected for interviews Additionally, seven out of twenty teachers participated to share their insights on students' foreign language anxiety and classroom involvement.

Almost all of the students joining the interviews were female The interviewees were from nine faculties and departments Most of them were freshmen

A majority of students, 63.6%, began learning English in grade 3, with 72.7% seldom using the language outside of university To gain a comprehensive understanding of the English teaching and learning process, interviews were conducted with teachers Among the seven teachers, 57.1% held a bachelor's degree as their highest qualification, while 42.9% had a master's degree Most teachers had over five years of experience teaching English to non-English major students.

Some descriptions of the sample and sampling procedures have been presented The detailed demographic information of the participants is described in Appendix A.

Pilot study

Before the main study, a pilot study was conducted with participants who shared characteristics with the target group This preliminary research aimed to verify that all research tools were "accurate, unambiguous, and simple to complete" (Gray, 2014, p ).

372) The pilot study comprised a pilot on the questionnaire and the interview protocol

The questionnaire used in this study was adapted from previous research and consisted of 31 items, which were reviewed and piloted by the researcher and her supervisor A pilot study was conducted one month prior to the main research with 40 participants from two general English classes, following permission from the Director of the CFL, USSH, VNUHCM Step-by-step instructions were provided to participants before distributing the questionnaires, and feedback on the instructions, wording, and overall structure was collected to improve quality The results indicated that all items were clear and easy to understand, with participants reporting no difficulties in completion To ensure reliability, data from the pilot study were analyzed using SPSS Statistics version 26, calculating Cronbach’s alpha and corrected item-total correlation values for 25 items According to Cohen, Manion, and Morrison (2018), an acceptable Cronbach’s alpha should range from 600 to 690, ideally at least 700, while the corrected item-total correlation should exceed 300 (Hair et al., 2006).

The reliability analysis of the revised pilot questionnaire, as detailed in Appendix B, indicates that Cronbach’s alpha values for the five factors of foreign language anxiety and classroom involvement exceed the acceptable threshold of 700 However, item 2.6 has a corrected item-total correlation coefficient of 258, which is below the acceptable limit of 300, suggesting it is an unreliable variable that should be removed Consequently, the preliminary pilot questionnaire was revised to include thirty items, with reliability checks conducted similarly to the initial version Detailed reliability statistics for this revised version are also provided in the appendix.

The removal of item 2.6 from the preliminary pilot questionnaire significantly improved the Cronbach’s alpha value for the stage fright factor, increasing it from 840 to 925 As shown in Appendix C, the Cronbach’s alpha coefficients for various anxiety factors, including oral communication anxiety (.856), stage fright (.925), receiver anxiety (.884), fear of teacher negative evaluation (.912), fear of peer negative evaluation (.913), and classroom involvement (.920), all exceed the acceptable threshold of 700 Furthermore, the corrected item-total correlation values for all items are above 300, indicating strong internal consistency among the questionnaire items.

Following the completion of the pilot questionnaire, a pilot study on the interview protocol was conducted The researcher engaged a randomly selected student and a teacher from the participating class, explaining the study's purpose and significance, and seeking their consent to participate in the next phase After obtaining their agreement, separate interviews were conducted post-class, where the student provided feedback on the interview questions for students, focusing on wording and structure, while the teacher underwent a similar process for their respective questions As a result of this pilot study, four questions were removed and one question was rephrased in both the student and teacher interview protocols to enhance their quality.

Research instruments

The current study employed two instruments to collect data, i.e, questionnaire and semi-structured interview The use of these instruments shall be discussed in the following subsections

To address the research questions, questionnaires were distributed to participants Cohen et al (2018) highlight that questionnaires are widely used in second language research due to their cost-effectiveness, reliability, validity, speed, and ability to gather data from large samples.

The questionnaire used in the current study was designed based on previous studies in the field including Horwitz et al (1986), Fredricks et al (2004), Jones

(2004), Gunuc and Kuzu (2015), Arifin (2017), and Delfino (2019) (see Appendix D) There are three sections in the questionnaire with a total of thirty items Section

The study collects demographic information from participants through five key items: gender, faculty or department, year of study, duration of English learning, and frequency of English usage outside of university This data provides valuable insights into the characteristics of the participants involved in the research.

Section 2 consisting of 24 items is the main part of the questionnaire which aims to investigate the students’ foreign language anxiety and classroom involvement It was designed in the format of a 5-point Likert scale ranging from strongly disagree to strongly agree An odd Likert scale was used in this study because its midpoint allows respondents to give a neutral opinion instead of an extreme one (Johns, 2005) To be more specific, 17 items were designed to examine the participants’ foreign language anxiety These items were adapted from Horwitz et al.’s (1986) theory and its FLCAS due to its high reliability as specified in Chapter 2 In accordance with the scope of the current study, the FLCAS’s items related to test anxiety (i.e, items 8, 10, and 21) were eliminated Besides, some modifications were made to be more suitable for the study’s content and easier for the statistical analysis Firstly, the terms ‘foreign language’ and ‘language’ were altered with ‘English’ Secondly, all negatively worded items were changed into positively worded ones Thirdly, item 2 “I don’t worry about making mistakes in language class” was divided into two items, one for fear of teacher negative evaluation and the other for fear of peer negative evaluation, in order to match with the conceptual framework of this study More specifically, the two items were “I worry about making mistakes and receiving teacher feedback in English class” and

In English class, I often feel anxious about making mistakes and receiving feedback from peers Additionally, items 14 and 32 were removed from the study due to the absence of a native speaker among the participants Finally, some items were deemed overlapping and too general, leading to the exclusion of items 3, 5, and 6, which complicated the measurement of foreign language anxiety factors outlined in the study's conceptual framework.

11, 12, 13, 14, 15, 16, 17, 18, 22, 23, 25, 26, 28, and 32) In addition to Horwitz et al., the item related to eye contact avoidance when speaking in front of others from

The study by Arifin (2007) acknowledges the unique challenges faced by Asian students, particularly the fear of losing face, as highlighted by Jones (2004) To address this, an item focusing on the anxiety associated with negative evaluations from teachers was included A total of 17 items were developed to assess participants' foreign language anxiety, while an additional seven items were designed to evaluate students' classroom involvement The Student Engagement Scale (SES) by Gunuc and Kuzu (2015), which has demonstrated reliability, served as the primary reference for these classroom involvement items, excluding those related to campus engagement.

2 In order to ensure an appropriate length of the questionnaire, only the SES’s outstanding items representing all three components of classroom involvement were chosen (i.e., items 13, 14, 26, 29, 34, and 36) to form five items in the questionnaire The other two items were created based on Fredricks et al (2004) and Arifin (2017) The English learning context was added to each item to make it specific as much as possible For instance, the original item in Gunu and Kuzu is “I carefully listen to my teacher in class” which was then changed into “I carefully listen to my teacher in English class”

The final section poses a question to students regarding their willingness to participate in the interview A summary of the distribution of the questionnaire items will be presented in the table below.

Table 3.1 Distribution of items in the questionnaire

Sections Sub-sections References Items Aims

To collect the participants’ demographic information

2 Foreign Oral Horwitz et 2.1 - 2.3 To investigate the language anxiety on classroom involvement communication anxiety al (1986) participants’ oral communication anxiety

Horwitz et al (1986) 2.4 - 2.6 To investigate the participants’ stage fright

To investigate the participants’ receiver anxiety

Fear of teacher negative evaluation

Horwitz et al (1986) 2.12 - 2.13 To investigate the participants’ fear of teacher negative evaluation

Fear of peer negative evaluation

To investigate the participants’ fear of peer negative evaluation

(2019) 2.19 To examine the participants’ behavioral involvement

2.18 2.20 - 2.22 To examine the participants’ emotional involvement

2.23 To examine the participants’ cognitive involvement

To ask for participation in the interview

To ensure full comprehension among non-English major students, the questionnaire was initially crafted in English and then translated into Vietnamese The quality of the Vietnamese translation was guaranteed by the researcher, a graduate of the Faculty of English Linguistics and Literature at USSH, VNUHCM, specializing in Translation and Interpreting Additionally, the translated version underwent review by the researcher’s supervisor, a Doctor and Dean of the Faculty of Foreign Languages at Saigon University, who has extensive experience teaching English at higher education institutions.

This study employs semi-structured interviews as a key instrument to enhance the data collected from questionnaires, providing deeper insights into the effects of foreign language anxiety on classroom involvement among non-English major students While guided by the responses of interviewees, the researcher can maintain focus and utilize probing questions to explore specific topics further (Cohen et al., 2018) The necessity of interviews is underscored by previous research, which indicates that reliance on questionnaires alone limits the understanding of students' perspectives on anxiety (Spielmann & Radnofsky, 2001; Yan & Horwitz, 2008) Subekti (2018) also advocates for the use of qualitative methods, such as in-depth interviews, to gain a more comprehensive understanding of foreign language anxiety in future studies.

One-on-one face-to-face interviews were conducted to create a comfortable environment for participants, enabling them to express their ideas without hesitation (Creswell, 2012) These intimate discussions were scheduled at the participants' convenience, allowing them to share their genuine opinions and feelings regarding the topics under investigation Each interview lasted approximately [insert duration].

30 minutes long and was audio-recorded with the permission of the interviewees

The article discusses two types of interviews conducted: one for students and another for teachers The student interview consists of ten questions divided into two main areas The first area focuses on demographic information, gathering details about the interviewees' faculty or department, year of study, duration of English learning, and frequency of English usage in daily life The second area aims to explore the impact of foreign language anxiety on students' involvement in the classroom.

The interview questions for teachers are divided into two sections, comprising a total of eight questions (refer to Appendix H) The first section gathers demographic information, including the teachers' highest degree attained and their experience in teaching English to non-English major students The second section explores how students' foreign language anxiety impacts their participation in the classroom.

The interviews were conducted in Vietnamese rather than English to ensure comfort for both the interviewer and the interviewees, as Vietnamese is their native language This choice facilitated more open and authentic communication, allowing respondents to express their thoughts more freely Below is a list of the interview questions along with the specific content of each question.

Table 3.2 Distribution of questions in the interviews

Types of interview Content of interview Interview questions

2 Foreign language anxiety on classroom involvement

Oral communication anxiety on classroom involvement

Stage fright on classroom involvement 2.2, 2.6

Receiver anxiety on classroom involvement 2.3, 2.6

Fear of teacher negative evaluation on classroom involvement

Fear of peer negative evaluation on classroom involvement

2 Foreign Oral communication 2.1, 2.6 language anxiety on classroom involvement anxiety on classroom involvement

Stage fright on classroom involvement 2.2, 2.6

Receiver anxiety on classroom involvement 2.3, 2.6

Fear of teacher negative evaluation on classroom involvement

Fear of peer negative evaluation on classroom involvement

3.6.3 Validity and reliability of research instruments

The validity of the research instruments was assessed through three types of validity: Construct, Content, and Concurrent validity, as outlined by Cohen et al (2018) Construct validity is supported by established literature on foreign language anxiety and classroom involvement, which provided a solid foundation for developing the research instruments Content validity is evidenced by the comprehensive coverage of classroom involvement and foreign language anxiety factors in the questionnaire and semi-structured interview, as detailed in Tables 3.1 and 3.2 Lastly, the correlation between the quantitative data from the questionnaire and the qualitative data from the interviews further supports the presence of Concurrent validity.

The reliability of the research instruments, including both the questionnaire and semi-structured interviews, was confirmed through careful review and piloting prior to administration In the main study, the responses from 305 participants were analyzed using SPSS Statistics version 26 to assess internal consistency, yielding Cronbach’s alpha coefficients above 700 and corrected item-total correlation values exceeding 300, which ensures the questionnaire's reliability Detailed results will be provided in Chapter 4 Additionally, the researcher enhanced the reliability of the interviews by avoiding leading questions and ensuring that all respondents understood the questions consistently, following the guidelines suggested by Silverman (as cited in Cohen et al., 2018).

Data collection procedure

Data collection was conducted between December 2022 and January 2023, following the approval from the Director of the CFL at USSH, VNUHCM The process involved two phases: the initial pilot study to test research instruments, followed by the main study.

In the initial phase, a pilot study involving forty students and one teacher, along with one student for interviews, was conducted to test the questionnaire Feedback from participants led to revisions of the research instruments prior to their implementation in the main study.

In the main phase of the study, 350 questionnaires were distributed to thirteen randomly selected English classes for non-English major students to enhance the validity and generalizability of the research The researcher obtained permission from the teachers before introducing herself and her study to the students, providing details about her name, organization, research title, aims, and sample To ensure understanding, instructions were given in Vietnamese, and students were informed that their responses would be kept confidential and used solely for research purposes They were allotted twenty minutes to read and respond to the questions, resulting in 305 completed questionnaires and an impressive response rate of 87.1%.

Interviews were conducted with eleven students and seven teachers who expressed interest in participating The researcher coordinated schedules to accommodate their availability Although some teachers requested the interview questions in advance, they ultimately opted for open discussions to facilitate natural data collection Each face-to-face interview lasted approximately thirty minutes, guided by a structured set of questions while allowing for thorough responses The sessions began with light social interactions to help interviewees feel at ease, followed by signing a research consent form in Vietnamese to ensure comprehension All interviews were audio-recorded with participants' consent, subsequently transcribed and translated into English for analysis.

Data analysis scheme

The data analysis scheme comprises the analysis of quantitative data from questionnaires and qualitative data from semi-structured interviews The analysis procedure shall be discussed in the following subsections

In the questionnaire, scores ranged from 5 (strongly agree) to 1 (strongly disagree), with higher scores indicating greater foreign language anxiety and classroom involvement The statistical analysis of students' foreign language anxiety levels and classroom participation will clarify how anxiety impacts involvement Means were calculated to determine central tendency, using a 5-point Likert scale divided into five intervals The interval was derived from the calculation of 5 – 1 = 4, which was then divided by 5, resulting in an interval of 0.8 Each interval's meaning is thus clearly defined for interpretation.

From 1.00 to 1.80: very low level

From 4.21 to 5.00: very high level

To achieve the study's objectives, a multiple linear regression analysis was performed using SPSS Statistics version 26 on quantitative data collected through questionnaires This method was selected as it enables researchers to evaluate the impact of multiple independent variables on a single dependent variable (Nathans, Oswald, & Nimon, 2012) The study examined five independent variables—oral communication anxiety, stage fright, receiver anxiety, fear of teacher negative evaluation, and fear of peer negative evaluation—against one dependent variable: classroom involvement The multiple linear regression process involved four key steps: assessing questionnaire reliability with Cronbach’s alpha, conducting Exploratory Factor Analysis (EFA), analyzing Pearson correlation, and performing the multiple linear regression analysis (Ngo, Pham, & Ma, 2018).

All interview sessions were transcribed and translated into English, ensuring participant confidentiality by using pseudonyms (S1 - S11 for students and T1 - T7 for teachers) A thematic analysis was conducted on the qualitative data, categorizing responses into five themes related to foreign language anxiety: oral communication anxiety, stage fright, receiver anxiety, fear of negative evaluation from teachers, and fear of negative evaluation from peers This thematic network provides a comprehensive understanding of how foreign language anxiety impacts students' classroom involvement.

Chapter summary

This chapter provides a comprehensive overview of the research methodology, utilizing an explanatory sequential mixed methods design It details the research site, participants, instruments, and the procedures for data collection and analysis This section serves as a foundation for the findings and discussion that will be explored in the subsequent chapter.

FINDINGS AND DISCUSSION

Findings

This section outlines the quantitative and qualitative data collected for the study, sourced from questionnaires distributed to non-English majors in general English classes at USSH, VNUHCM, and interviews with students and their teachers The qualitative data complements the quantitative findings, providing deeper insights and elaborating on the information gathered While the quantitative data addresses both research questions, the qualitative data specifically focuses on one of them.

The study explores the impact of foreign language anxiety on classroom involvement among non-English major students at USSH, VNUHCM, highlighting the challenges interviewees face in quantifying these effects Data analysis is categorized into quantitative and qualitative segments Initially, descriptive statistics from questionnaires are presented to shed light on the relationship between foreign language anxiety and classroom participation Following this, multiple linear regression findings are detailed through a structured four-step process: assessing questionnaire reliability, conducting Exploratory Factor Analysis (EFA), performing Pearson correlation analysis, and executing multiple linear regression Additionally, qualitative insights from interviews are organized around five key themes identified by Horwitz et al.

In 1986, five factors of foreign language anxiety were identified, categorized into two main components: communication apprehension and fear of negative evaluation Communication apprehension includes three specific factors: oral communication anxiety, stage fright, and receiver anxiety Meanwhile, fear of negative evaluation is divided into two factors: fear of negative feedback from teachers and fear of negative feedback from peers Consequently, these two classes of anxiety are further subdivided into five distinct groups, known as the five factors of foreign language anxiety.

In a comprehensive analysis using SPSS Statistics version 26, a total of 305 questionnaires were examined, focusing on 24 observed variables corresponding to 24 items from section 2 of the questionnaire, with the results detailed in the accompanying table.

Table 4.1 Descriptive statistics on the observed variables

Items Observed variables N Minimum Maximum Mean Standard

Table 4.1 presents six observed variables related to foreign language anxiety and classroom involvement, categorized into five distinct factors These variables are identified by a coding system where the initial letter represents the variable's name, followed by a numerical identifier for related questions The variables include OCA (oral communication anxiety), SF (stage fright), RA (receiver anxiety), FTNE (fear of teacher negative evaluation), and FPNE (fear of peer negative evaluation).

The analysis of foreign language anxiety reveals that oral communication anxiety, stage fright, and fear of negative evaluation from teachers have mean values exceeding three, indicating high to very high levels of anxiety Conversely, receiver anxiety and fear of negative evaluation from peers scored below three, yet are still categorized as moderate Additionally, students demonstrated a high level of involvement in their English classes, suggesting an engaged learning environment despite the presence of anxiety factors.

4.1.1.2 Assessment of the reliability of the questionnaire

The initial step in multiple linear regression involves evaluating the reliability of the questionnaire, which is indicated by Cronbach’s alpha and corrected item-total correlation coefficients The assessment revealed that nearly all items achieved Cronbach’s alpha values exceeding the 700 threshold Although three items related to the fear of peer negative evaluation (items 2.15 to 2.17) fell below 700, the overall reliability of the questionnaire remains intact, as the Cronbach’s alpha coefficient for this factor is still above 700 Additionally, the questionnaire satisfies the criteria for corrected item-total correlation values across its items.

4.2., all of these values are greater than 300 The reliability statistics of the questionnaire items are provided in the following table

Table 4.2 Reliability statistics of the questionnaire in the main study

Themes Sub-themes Number of items Items Cronbach’s alpha

Fear of teacher negative evaluation

Fear of peer negative evaluation

The reliability assessment of the questionnaire confirmed its dependability, indicating that all items are suitable for inclusion in the subsequent multiple linear regression analysis.

Once the reliability of the questionnaire was confirmed, an Exploratory Factor Analysis (EFA) was conducted for both independent and dependent variables to establish the factor structure To assess the appropriateness of EFA for the questionnaire data, Bartlett’s test was performed, following the recommendations of Hair et al.

In 2006, a significant Bartlett’s test (p < 050) indicated that Exploratory Factor Analysis (EFA) is suitable for the scale's data Additionally, the Kaiser–Meyer–Olkin (KMO) measure was evaluated to confirm the adequacy of the sample size for conducting EFA, as recommended by Kaiser (1974).

KMO value is greater than 500 The KMO and Bartlett’s test of this study are presented in the following tables

Table 4.3 KMO and Bartlett’s test for independent variables

Table 4.4 KMO and Bartlett’s test for dependent variable

The KMO values for the independent and dependent variables were 781 and 912, respectively, indicating suitability for exploratory factor analysis (EFA) Additionally, the significance levels were 000 for both variable types, confirming the appropriateness of conducting EFA in this study.

After fulfilling all requirements, Exploratory Factor Analysis (EFA) was performed using Principal Component Analysis (PCA) as the extraction method and Varimax rotation The number of factors was determined by evaluating total eigenvalues, which must exceed 1, and the cumulative percentage of variance, which should be above 50%, as recommended by Hair et al (2006) Factors not meeting these criteria were excluded With a sample size of 305, a cut-off factor loading of 0.55 was applied to assess the relevance of individual items, leading to the removal of those with lower loadings Detailed parameters for PCA and Varimax are available in Appendix L.

Following the completion of the Exploratory Factor Analysis (EFA) with the specified conditions, 17 independent observed variables were identified, converging into five distinct factors over five iterations Additionally, seven dependent observed variables combined to form a single factor This indicates that the research model, or conceptual framework, developed from the literature review in Chapter 2 was validated within the context of the current study.

The next phase in multiple linear regression is the Pearson correlation analysis, which measures the strength of the linear relationship between variables Establishing a linear relationship between the independent and dependent variables is essential for conducting linear regression effectively.

To analyze the Pearson correlation, it was essential to establish representative variables for both the independent and dependent variables This involved calculating the mean score for each representative variable by averaging the mean scores of the observed variables associated with them.

Discussion

The presented findings are significant as they address the research questions regarding the factors contributing to foreign language anxiety that impact classroom involvement among non-English majors, as well as the degree of this impact This section will discuss these findings alongside the results of previous studies.

This study investigates the factors contributing to foreign language anxiety that impact classroom involvement among non-English major students at USSH, VNUHCM Statistical analysis of questionnaire data revealed that all five identified factors—oral communication anxiety, stage fright, receiver anxiety, fear of negative evaluation from teachers, and fear of negative evaluation from peers—negatively influence students' classroom participation These findings are further corroborated by qualitative data from semi-structured interviews, where both students and teachers concurred on the detrimental effects of these anxiety factors on classroom engagement.

Oral communication anxiety significantly impacts classroom involvement among non-English major students at USSH, VNUHCM, leading to negative effects on their participation in activities This aligns with Cristobal and Lasaten's (2018) findings on how such apprehensions hinder active engagement The study revealed that these students experience a high level of oral communication anxiety, suggesting their limited involvement in class activities Additionally, this anxiety may indicate a deficiency in communicative practices within general English classes at the institution.

Stage fright significantly affects students' involvement in English class activities, as evidenced by research from Martin-Lynch et al (2016) and Arifin (2017) At the USSH, VNUHCM, non-English major students reported experiencing very high levels of stage fright, which is understandable given that public speaking in front of a class is more challenging than speaking in smaller groups This heightened anxiety correlates negatively with classroom participation, indicating that as stage fright increases, student involvement decreases Furthermore, the prevalence of high stage fright levels suggests that these students may lack sufficient public speaking practice in their general English classes.

Receiver anxiety significantly impacts classroom involvement among non-English major students, influencing both their speaking and comprehension skills Research by Chesebro (2010) and Hsu (2012) indicates that receiver apprehension negatively affects students' emotional and cognitive learning In this study, students exhibited a moderate level of receiver anxiety, with mean values of observable variables below 3, leading to a corresponding moderate level of classroom involvement This phenomenon may be attributed to teachers effectively employing techniques to check for understanding, thereby enhancing students' engagement in the classroom.

Fear of negative evaluation by teachers significantly impacts the classroom involvement of non-English major students, aligning with findings from Delfino (2019) and Ding (2022) This highlights the crucial role teachers play in fostering student engagement Despite mean scores for fear of negative evaluation exceeding 3, this sentiment remains at a moderate level, suggesting that classroom involvement among these students is similarly moderate The experience of fear may stem from the Vietnamese cultural context, characterized by a large power distance, where power is unequally distributed, particularly in educational settings Consequently, the hierarchical teacher-student relationship fosters respect and, at times, fear towards teachers While efforts have been made to create a friendly classroom atmosphere, lingering cultural influences continue to adversely affect student involvement.

Fear of peer negative evaluation significantly impacts classroom involvement, alongside the influence of teachers This study aligns with Delfino (2019), revealing that higher levels of fear of peer evaluation correlate with lower classroom engagement The current research indicates a moderate level of fear regarding peer evaluations, which is notably lower than the fear of teacher evaluations, reflecting the strong power distance in Vietnamese culture Consequently, students experience anxiety about negative evaluations from both peers and teachers, largely due to a cultural tendency to fear losing face and making mistakes.

The current study highlights an unexpectedly high level of classroom involvement among students, despite moderate levels of foreign language anxiety across its five factors This suggests that additional influences, beyond these anxiety factors, may affect classroom engagement Notably, 42% of the variance in classroom involvement can be attributed to these five anxiety factors, leaving 58% of the variance unexplained by the regression model, indicating the potential impact of unmeasured variables or random errors.

The study reveals that the five factors of foreign language anxiety negatively impact classroom involvement among non-English major students at USSH, VNUHCM This outcome aligns with previous research findings, despite variations in cultural contexts.

The second research question investigates how factors of foreign language anxiety influence the classroom involvement of non-English major students at USSH, VNUHCM Utilizing a regression equation, it reveals that oral communication anxiety has the most significant negative impact on classroom participation, with a coefficient of -.329 This is followed by stage fright at -.280, receiver anxiety at -.212, fear of peer negative evaluation at -.149, and fear of teacher negative evaluation at -.120.

This study reveals five key findings regarding the impact of anxiety on classroom involvement Firstly, a 1-unit increase in oral communication anxiety correlates with a decrease of 0.329 units in classroom involvement Secondly, stage fright also negatively affects engagement, with a 1-unit increase leading to a 0.280 unit decrease Thirdly, receiver anxiety results in a 0.212 unit decline in involvement for each 1-unit increase Additionally, fear of negative evaluation from peers contributes to a 0.149 unit reduction, while fear of negative evaluation from teachers results in a 0.120 unit decrease Notably, this research builds on previous international studies and utilizes a unique regression model, making direct comparisons with existing analytical results challenging.

Chapter summary

This chapter presents both quantitative and qualitative findings from the current study, focusing on the impact of foreign language anxiety on classroom involvement The data interpretation highlights key factors influencing this anxiety, while also comparing the results with previous research to provide deeper insights The upcoming chapter will summarize the study's conclusions, addressing its limitations and suggesting pedagogical implications and recommendations for future research in this area.

CONCLUSION

Summary of findings

This study investigates the factors contributing to foreign language anxiety that impact classroom involvement among non-English major students at USSH, VNUHCM Additionally, it examines the degree to which these factors influence students' engagement in the classroom Employing an explanatory sequential mixed methods design, the research collected and analyzed quantitative data through questionnaires and qualitative data via semi-structured interviews By adhering to all essential research procedures, the study ensures its validity and reliability.

The study revealed that five factors of foreign language anxiety—oral communication anxiety, stage fright, receiver anxiety, fear of teacher negative evaluation, and fear of peer negative evaluation—negatively impact non-English majors' classroom involvement Quantitative data from questionnaires and qualitative insights from semi-structured interviews confirmed these adverse effects Among these factors, oral communication anxiety had the most significant influence on classroom involvement, followed by stage fright, receiver anxiety, fear of peer negative evaluation, and fear of teacher negative evaluation Specifically, each unit increase in oral communication anxiety leads to a decrease in classroom involvement by 0.329 units, while stage fright, receiver anxiety, fear of peer negative evaluation, and fear of teacher negative evaluation decrease involvement by 0.280, 0.212, 0.149, and 0.120 units, respectively.

The study reveals that communication apprehension significantly impacts classroom involvement more negatively than fear of negative evaluation These findings not only support existing knowledge in the realm of foreign language anxiety and classroom engagement but also provide new insights into previously unexplored aspects of this field.

Pedagogical implications

This study highlights the detrimental impact of foreign language anxiety on the classroom engagement of non-English major students at USSH, VNUHCM In light of these findings, several pedagogical recommendations have been proposed for non-English major students, their instructors, and teacher trainers to enhance learning experiences and outcomes.

5.2.1 For teachers of non-English major students

Active student participation is crucial in foreign language classrooms, making it essential for teachers to enhance classroom involvement Research indicates that five factors contributing to foreign language anxiety adversely impact student engagement Consequently, reducing these anxiety factors is a key strategy for improving students' participation in class activities.

Research indicates that non-English major students experience moderate to high levels of foreign language anxiety, particularly in oral communication To address this, English teachers should implement strategies to reduce anxiety in the classroom One effective approach is to increase opportunities for oral practice through pair or group discussions However, students often face challenges due to limited vocabulary, grammar, and pronunciation, which can hinder their participation Therefore, it is essential to provide targeted vocabulary, grammar structures, and pronunciation practice related to discussion topics beforehand, allowing students to build confidence for more open discussions.

Students often experience significant stage fright, which can be more intense than anxiety related to oral communication To combat this, incorporating more public speaking activities such as presentations and debates in class is essential Although non-English major students may struggle with English proficiency, their skills can improve through targeted knowledge and controlled practice Group role-playing followed by performances in front of the class not only allows for practice of public speaking skills but also fosters a positive classroom atmosphere Crucially, teachers should allocate sufficient preparation time for these activities, as this can greatly reduce students' anxiety levels.

Despite the implementation of checking for understanding techniques in the classroom, students continue to experience moderate levels of receiver anxiety This indicates the need for additional strategies Horwitz et al (1986) suggest that teachers can support anxious students by teaching them how to manage anxiety-inducing situations and by creating a less stressful learning environment Incorporating appropriate games into the teaching process can be beneficial Furthermore, alternating between the target language and the mother tongue in a manner that aligns with students’ language proficiency levels can help alleviate tension stemming from miscommunication.

Non-English major students experience moderate levels of fear regarding negative evaluations from teachers and peers To alleviate these concerns, educators should reassure students that making mistakes is a natural part of learning a foreign language, and that evaluations are a necessary component of the teaching process It is crucial for teachers to deliver evaluations in a constructive and gentle manner to prevent student humiliation, which can harm self-esteem and motivation Additionally, teachers should guide students in providing constructive feedback to their peers Fostering a closer relationship between teachers and students is essential, and incorporating humor in the classroom can help reduce tension and create a more enjoyable learning environment (Popescu, 2010).

Addressing foreign language anxiety in the classroom requires prioritizing factors based on their impact on student involvement Oral communication anxiety should be tackled first, as it significantly influences classroom participation Following this, educators should focus on stage fright, receiver anxiety, fear of negative evaluation from peers, and finally, fear of negative evaluation from teachers By prioritizing oral communication anxiety, educators can enhance overall classroom involvement more effectively than by addressing other anxiety factors.

The literature review highlights various manifestations of foreign language anxiety among students, including subjective feelings, psycho-physiological symptoms, behavioral responses, and cognitive reactions To effectively support anxious students, teachers are encouraged to recognize these signs and provide timely assistance to help them overcome their anxiety.

5.2.2 For non-English major students

Active participation in English classes is essential for effective language learning, as it is linked to better academic performance (Fredricks et al., 2004) However, foreign language anxiety can negatively impact students' involvement in the classroom Therefore, it is vital for students to identify and implement effective strategies to manage the anxiety they encounter during their English learning journey.

Non-English major students often experience high levels of oral communication anxiety and stage fright due to insufficient communicative practices To address this, it is essential for students to actively engage in speaking opportunities during English classes, including pair work, group discussions, and presentations Additionally, practicing outside the classroom through English speaking clubs and other communication activities is highly beneficial Although receiver anxiety is one of the lower factors of foreign language anxiety, it remains present; students should remember that not understanding every lecture is normal and should seek clarification rather than feel anxious Embracing the inevitability of mistakes in language learning is crucial, as students should not fear errors or negative feedback but instead welcome constructive criticism to enhance their English skills.

The study reveals that reducing oral communication anxiety significantly enhances classroom involvement, followed by alleviating stage fright, receiver anxiety, fear of negative evaluation from peers, and fear of negative evaluation from teachers By prioritizing efforts to address these factors in this order, students can effectively minimize their foreign language anxiety.

Foreign language anxiety can significantly hinder classroom involvement and negatively affect students' language achievement Therefore, it is essential for trainee teachers to be educated about the complexities of student anxiety and to learn effective coping strategies during their training Moreover, providing opportunities for trainee teachers to engage with anxious students is crucial, as it prepares them to anticipate and address potential challenges in their future classrooms.

Limitations of the study

While the current study effectively addressed the research questions, certain limitations must be acknowledged to enhance the understanding and broader applicability of the findings.

A significant limitation of this study is the reliance on self-reported research instruments, such as questionnaires and semi-structured interviews, which may introduce subjectivity in understanding the impact of foreign language anxiety on students' classroom involvement While the study aimed to reduce this subjectivity by incorporating teacher interviews, the use of additional research methods could enhance the reliability of the findings Furthermore, the potential for bias is heightened as all interview sessions were translated and interpreted solely by the researcher.

A limitation of this study is the diversity of its sample, as it focuses on foreign language anxiety affecting classroom involvement among non-English major students at USSH, VNUHCM The research primarily examines English classes attended by freshmen and sophomores, which may limit the applicability of the findings to non-English majors in other academic years Therefore, the results should be interpreted with caution due to this potential lack of transferability.

In this study, it was found that 58% of the regression model is unable to account for variations in students' classroom involvement, potentially due to random errors or unconsidered factors.

Recommendations for further study

This study represents only a small fraction of the broader issues surrounding foreign language anxiety and its impact on classroom participation among non-English major students However, it can provide valuable insights and serve as a reference point for future research in this area.

To enhance the objectivity of research on foreign language anxiety and classroom involvement, it is recommended to utilize a variety of research instruments While self-reported tools like questionnaires and interviews are common, they may lack objectivity Therefore, incorporating objective measures, such as observational methods, can provide a more comprehensive understanding Additionally, to mitigate subjectivity in qualitative data analysis, it is crucial to involve a second experienced researcher for reinterpretation and reverse translation.

To enhance research on foreign language anxiety and classroom involvement, it is essential to include students from various academic years, as the current study primarily involves freshmen and sophomores Future investigations should also encompass juniors and seniors, as well as English majors, allowing for a comparative analysis between major and non-major students Additionally, replicating this study in diverse EFL settings with learners of different ages could provide a more comprehensive understanding of the relationship between foreign language anxiety and classroom engagement among EFL learners.

The study highlights that the change in students' classroom involvement cannot be solely attributed to the five factors of foreign language anxiety examined in the regression model Given that this research is primarily based on previous international studies, there is a lack of comparative analytical results within the Vietnamese context To enhance understanding, further empirical research in Vietnam is essential to identify additional factors for inclusion in the regression model, thereby increasing its explanatory power The current findings indicate negative impacts of all five anxiety factors on classroom involvement, yet one student's interview revealed a potential positive influence of receiver anxiety This suggests that exploring the facilitating effects of receiver anxiety, along with other aspects of foreign language anxiety on classroom involvement, could be valuable for future research.

The current study does not address the impact of test anxiety, a key component of foreign language anxiety as outlined by Horwitz et al (1986), on student engagement in the classroom, indicating a need for future research in this area While some strategies for enhancing classroom involvement by alleviating foreign language anxiety have been suggested, these are primarily based on the study's findings The research is limited to identifying the factors of foreign language anxiety that influence student participation and assessing their effects This highlights the necessity for further investigation into effective methods for reducing foreign language anxiety and increasing student engagement in English classes.

To wrap up, the research has achieved its aims and offered more understanding of the effects of foreign language anxiety on classroom involvement

Despite certain limitations, this study aims to significantly enhance the understanding of foreign language anxiety among students and their engagement in the classroom, providing a solid groundwork for future empirical research.

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Appendix A: Summary of the participants’ demographic information

Time to start learning English

Frequency of English use (not including at university)

Duration of English teaching for non-English major students

Appendix B: Reliability statistics of the preliminary pilot questionnaire

Themes Sub-themes Number of items Items Cronbach’s alpha

Fear of teacher negative evaluation

Fear of peer negative evaluation

Appendix C: Reliability statistics of the revised pilot questionnaire

Themes Sub-themes Number of items Items Cronbach’s alpha

Fear of teacher negative evaluation

Fear of peer 3 2.15 867 913 835 negative evaluation

Tran Viet Anh is a Master’s student at the University of Social Sciences and Humanities, part of the Viet Nam National University Ho Chi Minh City Currently, he is researching TESOL (Teaching English to Speakers of Other Languages), focusing on the impact of foreign language anxiety on classroom involvement among non-English major students.

Please answer the following questions, which are organized into three sections Your responses are valued and there are no right or wrong answers, as this is not a test All survey results will remain confidential and will solely be used for research purposes We kindly ask you to provide honest answers.

Thank you for your valuable time and consideration

Please tick the appropriate box

Journalism and Communication Spanish Linguistics and Literature

Geography Italian Linguistics and Literature

Social Work Library and Information Sciences

Archives and Office Management Cultural Studies

German Linguistics and Literature Vietnamese Studies

Russian Linguistics and Literature Sociology

1.4 Time to start learning English

1.5 Frequency of English use (not including at university)

SECTION 2: FOREIGN LANGUAGE ANXIETY AND CLASSROOM INVOLVEMENT

Indicate your agreement or disagreement with the following statements by circling your response using this scale:

Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

2.1 I never feel quite sure of myself when I am speaking in my English class 1 2 3 4 5

2.2 I start to panic when I have to speak without preparation in my English class 1 2 3 4 5 2.3 I get nervous and confused when I am speaking in my

2.4 I feel very self-conscious about speaking English in front of the whole class 1 2 3 4 5

2.5 I tremble when I know that I’m going to be called on in my English class 1 2 3 4 5

2.6 I often forget what I have learned when making an

English presentation in front of the whole class 1 2 3 4 5 2.7 I often avoid eye contact with everyone when making an English presentation in front of the whole class 1 2 3 4 5

2.8 It frightens me when I don’t understand what the teacher is saying in English 1 2 3 4 5

2.9 I get nervous when I don’t understand every word the

2.10 I feel overwhelmed by the number of rules you have to learn to speak English 1 2 3 4 5

2.11 I get nervous when the English teacher asks questions which I haven’t prepared in advance 1 2 3 4 5

FEAR OF TEACHER NEGATIVE EVALUATION

2.12 I am afraid that my English teacher is ready to correct every mistake I make 1 2 3 4 5

2.13 I worry about making mistakes and receiving teacher feedback in English class 1 2 3 4 5

2.14 I am scared of losing face when making mistakes and receiving criticisms from the lecture 1 2 3 4 5

FEAR OF PEER NEGATIVE EVALUATION

2.15 I keep thinking that the other students are better at

2.16 I am afraid that the other students will laugh at me when I speak English 1 2 3 4 5

2.17 I worry about making mistakes and receiving peer feedback in English class 1 2 3 4 5

2.18 I carefully listen to my teacher in my English class 1 2 3 4 5 2.19 I actively contribute to group discussion in my English class 1 2 3 4 5

2.21 My English classes are entertaining 1 2 3 4 5 2.22 I like seeing my friends in English class 1 2 3 4 5 2.23 I determine my own learning goals and motivate myself to learn in my English class 1 2 3 4 5

2.24 I am willing to exert the effort necessary to comprehend complex ideas in my English class 1 2 3 4 5

3.1 In the next stage of the study, I would like to talk to individual students to learn more about their views on their foreign language anxiety and classroom involvement Would you be interested in discussing this issue further with me?

If you answered Yes to question 3.1., please put your name and email address here

Thân chào các bạn sinh viên,

Tôi là Trần Việt Anh, học viên cao học tại Trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh, hiện đang nghiên cứu về TESOL (Dạy tiếng Anh cho người nói các ngôn ngữ khác) Mục tiêu nghiên cứu của tôi là tìm hiểu các yếu tố lo lắng trong việc học ngoại ngữ và ảnh hưởng của chúng đến sự tham gia của sinh viên không chuyên tiếng Anh tại một trường đại học ở Việt Nam.

Bài khảo sát dưới đây được chia thành ba phần, và tôi rất cảm ơn bạn vì những câu trả lời của mình Xin vui lòng làm theo hướng dẫn trong từng phần và cung cấp câu trả lời phù hợp Đây không phải là bài kiểm tra, vì vậy sẽ không có câu trả lời "đúng" hay "sai" Kết quả khảo sát sẽ được bảo mật và chỉ được sử dụng cho mục đích nghiên cứu, vì vậy mong bạn hãy trả lời một cách chân thật nhất.

Rất cảm ơn thời gian quý báu của bạn

Vui lòng đánh dấu tích vào ô thích hợp

Báo chí và Truyền thông Ngữ văn Tây Ban Nha

Công tác xã hội Ngữ văn Trung Quốc

Du lịch Ngữ văn Ý Địa lý Nhân học Đô thị học Nhật Bản học Đông phương học Quan hệ quốc tế

Giáo dục Tâm lý học

Hàn Quốc học Thư viện - Thông tin học

Lưu trữ học - Quản trị văn phòng Văn hóa học

Ngôn ngữ học Văn học

Ngữ văn Đức Việt Nam học

Ngữ văn Nga Xã hội học

1.4 Thời gian bắt đầu học tiếng Anh

Khác: ……… 1.5 Tần suất sử dụng tiếng Anh (không bao gồm ở trường)

Thường xuyên Rất thường xuyên

PHẦN 2: NHÂN TỐ LO LẮNG TRONG HỌC TẬP NGOẠI NGỮ VÀ VIỆC THAM GIA LỚP HỌC

Cho biết mức độ đồng ý hoặc không đồng ý với các nhận định sau đây bằng cách khoanh tròn câu trả lời của bạn theo thang điểm này:

Hoàn toàn không đồng ý Không đồng ý Bình thường Đồng ý Hoàn toàn đồng ý

SỰ LO LẮNG KHI GIAO TIẾP BẰNG LỜI

2.1 Tôi không bao giờ cảm thấy tự tin khi nói trong lớp học tiếng Anh 1 2 3 4 5

2.2 Tôi bắt đầu hoảng sợ khi phải nói mà không có sự chuẩn bị trong lớp học tiếng Anh 1 2 3 4 5 2.3 Tôi lo lắng và lúng túng khi nói trong lớp học tiếng

SỰ LO LẮNG KHI GIAO TIẾP TRƯỚC ĐÁM ĐÔNG

2.4 Tôi cảm thấy rất e dè về việc nói tiếng Anh trước cả lớp 1 2 3 4 5

2.5 Tôi thấy tim đập thình thịch khi sắp được mời phát biểu trong lớp học tiếng Anh 1 2 3 4 5

2.6 Khi thuyết trình bằng tiếng Anh trước cả lớp, tôi thường quên lời đã học thuộc 1 2 3 4 5

2.7 Khi thuyết trình bằng tiếng Anh trước cả lớp, tôi luôn né tránh ánh mắt của mọi người 1 2 3 4 5

SỰ LO LẮNG KHI TIẾP NHẬN THÔNG TIN

2.8 Tôi hoảng sợ khi không hiểu giảng viên giảng bài bằng tiếng Anh 1 2 3 4 5

2.9 Tôi lo lắng khi không hiểu từng từ mà giảng viên tiếng Anh nói 1 2 3 4 5

2.10 Tôi thấy choáng ngợp bởi số lượng các quy tắc phải học trong tiếng Anh 1 2 3 4 5

2.11 Tôi cảm thấy lo lắng khi giảng viên tiếng Anh đặt những câu hỏi mà tôi chưa chuẩn bị trước 1 2 3 4 5

SỰ LO LẮNG KHI BỊ GIẢNG VIÊN ĐÁNH GIÁ TIÊU CỰC

2.12 Tôi sợ giảng viên sẵn sàng sửa tất cả các lỗi mà tôi mắc phải trong lớp học tiếng Anh 1 2 3 4 5 2.13 Tôi luôn lo lắng về việc mắc lỗi và nhận được góp ý của giảng viên trong lớp học tiếng Anh 1 2 3 4 5 2.14 Tôi sợ mất mặt khi mắc lỗi và bị giảng viên chê trong lớp học tiếng Anh 1 2 3 4 5

SỰ LO LẮNG KHI BỊ BẠN BÈ ĐÁNH GIÁ TIÊU CỰC

2.15 Tôi luôn nghĩ rằng các sinh viên khác giỏi tiếng Anh hơn tôi 1 2 3 4 5

2.16 Tôi sợ các sinh viên khác sẽ cười tôi khi tôi nói tiếng

2.17 Tôi luôn lo lắng về việc mắc lỗi và nhận được góp ý của bạn bè trong lớp học tiếng Anh 1 2 3 4 5

VIỆC THAM GIA LỚP HỌC

2.18 Tôi chăm chú lắng nghe giảng viên trong lớp học tiếng Anh 1 2 3 4 5

2.19 Tôi tích cực tham gia hoạt động nhóm trong lớp học tiếng Anh 1 2 3 4 5

Interview protocol for teachers (Vietnamese version)

1.1 Học vị cao nhất của thầy/cô là gì?

1.2 Thầy/cô đã dạy tiếng Anh cho sinh viên không chuyên bao lâu rồi?

2 Nhân tố lo lắng trong học tập ngoại ngữ và việc tham gia lớp học

2.1 Thầy/cô có nghĩ rằng sinh viên của mình gặp khó khăn khi nói tiếng Anh theo cặp hoặc theo nhóm không?

2.2 Thầy/cô có nghĩ rằng sinh viên của mình gặp khó khăn khi thuyết trình tiếng Anh trước cả lớp không?

Khi thầy/cô giảng bài bằng tiếng Anh, sinh viên thường có những phản ứng đa dạng, từ sự hứng thú đến cảm giác lo lắng Nhiều sinh viên cảm thấy khó khăn trong việc tiếp thu bài giảng, trong khi một số khác lại thấy đây là cơ hội để cải thiện kỹ năng ngôn ngữ của mình Khi mắc lỗi và nhận được góp ý tiêu cực từ thầy/cô, sinh viên có thể cảm thấy chán nản hoặc thiếu tự tin, nhưng cũng có thể coi đó là một phần quan trọng trong quá trình học tập, giúp họ nhận ra điểm yếu và cải thiện bản thân.

2.5 Sinh viên có phản ứng như thế nào khi họ mắc lỗi và nhận được góp ý tiêu cực của bạn bè trong lớp học tiếng Anh?

2.6 Những phản ứng của sinh viên mà bạn vừa chia sẻ ảnh hưởng như thế nào đến việc tham gia lớp học của họ?

Appendix J: Research consent form (English version)

My name is Tran Viet Anh, and I am a Master's student at the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City (USSH, VNUHCM) I invite you to participate in my research study titled “An Investigation into Foreign Language Anxiety and Classroom Involvement of Non-English Major Students at a University in Vietnam.” This study aims to identify the factors contributing to foreign language anxiety and assess their impact on the classroom involvement of non-English major students at USSH, VNUHCM.

In approximately 30 minutes, participants will respond to questions regarding foreign language anxiety and classroom involvement The insights gained from this study aim to enhance the understanding of English teaching and learning in Vietnam, both currently and in the future.

Please be aware that the interview will be audio-recorded for later analysis and interpretation The recording will be kept confidentially and used for research purpose only

Thank you for your valuable time and consideration

I have read the above information, and have received answers to any questions I asked I consent to take part in the study

Appendix K: Research consent form (Vietnamese version)

MẪU CHẤP THUẬN THAM GIA NGHIÊN CỨU

Tôi là Trần Việt Anh, học viên cao học tại Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh Tôi được mời tham gia nghiên cứu về "Nhân tố lo lắng trong học tập ngoại ngữ và ảnh hưởng đến sự tham gia lớp học của sinh viên không chuyên tiếng Anh tại Việt Nam" Mục tiêu của nghiên cứu là xác định các yếu tố lo lắng trong học tập ngoại ngữ và mức độ ảnh hưởng của chúng đối với sự tham gia lớp học của sinh viên tại trường.

Bạn sẽ được yêu cầu trả lời các câu hỏi liên quan đến lo lắng trong việc học ngoại ngữ và tham gia lớp học trong vòng 30 phút Thông tin thu thập từ nghiên cứu này sẽ góp phần quan trọng cho việc dạy và học tiếng Anh tại Việt Nam, cả hiện tại và tương lai.

Cuộc phỏng vấn sẽ được ghi âm để phục vụ cho việc phân tích và diễn giải sau này Nội dung ghi âm sẽ được bảo mật và chỉ sử dụng cho mục đích nghiên cứu.

Rất cảm ơn thời gian quý báu của anh/chị

Tôi đã đọc những thông tin trên và đã được giải đáp các thắc mắc Tôi đồng ý tham gia nghiên cứu

Họ và tên của người tham gia nghiên cứu: ……… Chữ ký của người tham gia nghiên cứu: ………

Appendix L: Exploratory Factor Analysis statistics

Table L.1 Total Variance Explained of independent variables

Table L.2 Total Variance Explained of dependent variable

Table L.3 Rotated Component Matrix of independent variables

Table L.4 Rotated Component Matrix of dependent variable

Appendix M: Pearson correlation analysis statistics

Interviewer: What is your faculty or department?

Interviewee: I’m studying at the Department of Italian Linguistics and Literature Interviewer: What is your year of study?

Interviewer: When did you start learning English?

Interviewee: I started learning English from grade 6

Interviewer: How often do you use English in your daily life?

Interviewee: I sometimes use it, but I just say a few sentences to some foreigners I meet at the church on Sunday

Interviewer: How do you feel when you are speaking English in pairs or groups? Interviewee: It’s normal

Interviewer: Do you ever feel anxious or something like that?

Interviewer: Can you clarify a little bit? Can you give me the reason why you have such feelings?

Interviewee: I think everyone is classmate; we are all students Therefore, there is no need to feel anxious about communicating with friends

Interviewer: How do you feel when you are making an English presentation in front of the whole class?

Interviewee: I feel sick to my stomach and stressed

Interviewer: Why do you feel comfortable about speaking in pairs or groups but stressed when making a presentation? They’re all about speaking English, aren’t they?

During a presentation, the focus is entirely on the presenter, as both classmates and the teacher are watching This experience differs significantly from speaking in pairs or small groups, where the interaction is more casual and among friends.

Interviewer: How do you feel when you are listening to your teacher delivering lectures in English?

Interviewer: So do you still feel comfortable when you don’t understand what the teacher is saying?

Interviewee: Yes, I try to understand what the teacher said Whenever I don’t, I will ask friends around me for further clarification

Interviewer: How do you feel about your teacher’s negative evaluation when you make mistakes in your English class?

Interviewee: It’s normal to receive teacher’s negative evaluations in class and they’re good for me, so I always welcome them However, I would be very annoyed about critical joking evaluations

Interviewer: How do you feel about your friends’ negative evaluation when you make mistakes in your English class?

The interviewee expresses a positive attitude towards feedback from peers, viewing evaluations as a normal and beneficial aspect of learning in a foreign language class They emphasize the importance of constructive criticism while clarifying that they do not appreciate joking evaluations that may come off as overly critical.

Interviewer: How do you think the feelings you have shared affect your classroom involvement?

Interviewee: I don’t think these feelings affect my classroom involvement

Interviewer: Can you clarify a little bit?

The interviewee participates in class activities primarily because of the teacher's encouragement, rather than personal feelings of anxiety Additionally, there are times when a lack of motivation, such as laziness, affects their desire to attend English class.

Interviewer: What is your faculty or department?

Interviewer: What is your year of study?

Interviewer: When did you start learning English?

Interviewee: I started learning English when I entered secondary school Maybe you don’t believe it, but to be honest, I first got exposed to English when I was in grade 6

Interviewer: How often do you use English in your daily life?

Interviewee: I never use English in my daily life I just use it in my English class when I have to

Speaking English in pairs or groups often triggers anxiety and a lack of confidence for me, as I struggle to understand why my friends communicate so comfortably I fear that my English may not be standard, which leads to physical symptoms like a hot face, cold body, and restless eyes that constantly blink and scan the room.

Interviewer: How do you feel when you are making an English presentation in front of the whole class?

Interviewee: I’m extremely scared of making presentations even in Vietnamese, so

I’m far more scared of making English presentations

Interviewer: Can you tell me the reason why you have such feelings?

The interviewee reveals their struggle with the fear of public speaking, stating that when faced with an audience, they experience trembling and stammering This anxiety leads them to tightly grip their hands and avoid making eye contact with others.

Interviewer: How do you feel when you are listening to your teacher delivering lectures in English?

Interviewee: At first, I was sleepy and didn’t want to listen to the teacher speaking

English Then, it is better, but many times I still don’t get the teacher’s point When

I cannot understand what the teacher is saying, I experience great anxiety, dizziness, and tinnitus My mind is all messed up and I keep thinking about what to do

Interviewer: How do you feel about your teacher’s negative evaluation when you make mistakes in your English class?

The interviewee expresses embarrassment when receiving negative feedback from the teacher, particularly in front of the class, as they struggle to understand the reasons behind their mistakes During these moments, they tend to lower their head and smile awkwardly.

Interviewer: How do you feel about your friends’ negative evaluation when you make mistakes in your English class?

Interviewer: Can you share something more? For example, what is the reason why you don’t like receiving your friends’ negative evaluation?

Interviewee: I don’t really know Perhaps, I feel self-pitying because we are at the same age and have the same English level, so why do they give me advice?

Interviewer: How do you think the feelings you have shared affect your classroom involvement?

Interviewee: I think these feelings negatively affect my classroom involvement As

I’ve shared, my English is not very good, so I keep feeling anxious about it when speaking English Therefore, I really don’t want to join in activities that require speaking skills

Interviewer: Do the negative feelings you encounter when listening to the teacher delivering lectures in English affect your classroom involvement?

Interviewee: Whenever I don’t understand what the teacher is saying, I cannot concentrate on the lesson I also find the class boring and really want to get out of it

Interviewer: Do your negative feelings about teacher’s and friends’ evaluation affect your classroom involvement?

The interviewee expresses feelings of embarrassment that hinder their ability to accept evaluations clearly, leading to temporary resentment towards the teacher despite understanding the benefits of feedback Additionally, they tend to refrain from sharing ideas in group discussions unless required, as a means to avoid potential criticism from peers.

Interviewer: What is your faculty or department?

Interviewer: What is your year of study?

Interviewer: When did you start learning English?

Interviewee: I started learning English from a very young age Maybe it’s around four or five I don’t remember exactly, but I’m sure that I learned English at kindergarten

Interviewer: How often do you use English in your daily life?

The interviewee primarily communicates in Vietnamese but occasionally practices English with friends to enhance their language skills.

Speaking English in pairs or groups makes me feel comfortable and confident Despite my English not being perfect, I have no fear of making mistakes since I am with friends who support me.

Interviewer: How do you feel when you are making an English presentation in front of the whole class?

Interviewee: I really feel nervous whenever I have to make English presentations because first, I’m afraid of the crowd looking at me, second, my English is not fluent

Interviewer: What are your reactions when you feel nervous in this case?