The factors contributing to english learning anxiety among senior english major students at banking academy of vietnam

Tai ngay!!! Ban co the xoa dong chu nay!!! 17014129061171000000 DECLARATION I hereby certify that this study is entirely my own and that this work has not been previously submitted and approved for a degree in the Banking Academy of Vietnam or any other institution of higher education This dissertation is copyright material, from which no quotation may be published without proper acknowledgement Hanoi, May 2021 Signature Nguyen Van Dung i ACKNOWLEDGEMENTS This dissertation could not have been completed without the help and support of a number of people I would like to express my deepest gratitude to my respected supervisor, Dr Trinh Ngoc Anh Her perceptive guidance and insightful feedback were most valuable to my dissertation Her invaluable expertise pushed me to sharpen my thinking and helped me to develop as a researcher The profound belief that she had in my work was a great source of motivation I would also like to acknowledge the assistance and encouragement from Ms Dinh Thi Kieu Trinh She took out her precious time to answer my questions and gave me words of support Many thanks are due to all participants who lent breadth and value to the research findings Their participation played a decisive role in this dissertation I would like to extend my sincere thanks to my two dearest friends, Tran Huy Du and Nguyen Hoang Hien Nhi They never wavered in their support and always believed in my abilities Their constant encouragement and unrelenting support were much needed and appreciated Last but not least, I am grateful to my family My grandma and my parents were always there by my side Particularly, I also wish to express my appreciation to my mom, who celebrated every small achievement of mine ii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii LIST OF APPENDICES ix CHAPTER I: INTRODUCTION 1.1 Rationales of the Study 1.2 Research Aim 1.3 Research Question 1.4 Significance of the Study 1.5 Scope of the Study 1.6 Structure of the Study CHAPTER II: LITERATURE REVIEW 2.1 Literature Review 2.1.1 Anxiety from a Psychological Viewpoint 2.1.2 Foreign Language Anxiety 2.1.2.1 Definitions of Foreign Language Anxiety 2.1.2.2 Ways to Identify Foreign Language Anxiety 2.1.2.3 Causes of Foreign Language Anxiety 2.1.2.4 Effects of Foreign Language Anxiety 11 2.1.2.5 Strategies to Alleviate Foreign Language Anxiety 12 2.1.2.6 Foreign Language Classroom Anxiety Scale (FLCAS) 13 2.1.3 English as Foreign Language Learning Anxiety 14 2.1.3.1 Review of Previous Studies in Non-English Speaking Countries 14 2.1.3.2 Review of Previous Studies in Vietnam 16 2.1.4 Conclusion 17 2.2 Theoretical Framework 18 CHAPTER III: RESEARCH METHODOLOGY 22 iii 3.1 Methodological Approach – Mixed Methods 22 3.2 Rationale of Choosing Mixed Method 22 3.3 Participants 23 3.4 Data Collection, Instruments, and Procedure 25 3.4.1 The Questionnaire 25 3.4.2 The Interviews 28 3.5 Data Analysis 29 3.5.1 Quantitative Data Analysis 29 3.5.2 Qualitative Data Analysis 31 3.6 Summary 31 CHAPTER IV: FINDINGS AND DISCUSSION 32 4.1 Findings 32 4.1.1 The Factors Associated with The Students 32 4.1.1.1 Pre-Existing Mental Illnesses 32 4.1.1.2 Communication Apprehension 33 4.1.1.3 Fear of Making Mistake and Negative Evaluation 35 4.1.1.4 Test Anxiety and Fear of Failure 37 4.1.1.5 Fear of Being Unprepared 39 4.1.1.6 Beliefs about English Language Learning 41 4.1.2 The Factors Associated with The Lecturers 44 4.1.2.1 Judgmental Attitude and Harsh Manner of Teaching 45 4.1.2.2 Native Speakers for Lecturers 48 4.1.3 The Factors Associated with The Academy 50 4.1.3.1 Demanding Curriculum 50 4.1.3.2 Content Misalignment between Curriculum and Examination 52 4.1.4 The Factors Associated with The English Language 53 4.1.4.1 Grammar 54 4.1.4.2 Vocabulary 55 4.1.4.3 Pronunciation 56 4.2 Discussion 56 4.3 Conclusion 61 iv CHAPTER V: CONCLUSION, IMPLICATIONS, AND RECOMMENDATION 63 5.1 Summary of The Findings 63 5.2 Implications 63 5.2.1 Implications for Students 63 5.2.2 Implications for Lecturers 64 5.2.3 Implications for the Banking Academy of Vietnam 66 5.3 Recommendation for Further Studies 66 BIBLIOGRAPHY 68 APPENDICES 80 v LIST OF ABBREVIATIONS EFL: English as a foreign language FLA: Foreign language anxiety FLCAS: Foreign language classroom anxiety scale vi LIST OF TABLES Table Demographic Information about the Participants of the Questionnaire 24 Table Background Information of Eight Interviewees 25 Table Classification of Questionnaire Items .27 Table Levels of Agreement or Disagreement's Values .29 Table Five contributing levels .30 Table English Learning Anxiety Levels of Students With and Without Mental Illnesses 32 Table Students’ Communication Apprehension 33 Table Students’ Fear of Making Mistakes and Negative Evaluation 35 Table Students' Test Anxiety and Fear of Failure .37 Table 10 Students' Fear of Being Unprepared 39 Table 11 Students' Beliefs about English Language Learning .41 Table 12 Students' Perception towards the Judgmental Attitude and Harsh Manner of Teaching 45 Table 13 Students’ Perception towards Native English-speaking Lecturers 48 Table 14 Students' Perception towards the Demanding Curriculum 50 Table 15 Students' Perception towards Content Misalignment between Curriculum and Examination .52 Table 16 Students' Perception towards English Grammar .54 Table 17 Students' Perception towards English Vocabulary 55 Table 18 Students' Perception towards English Pronunciation 56 vii LIST OF FIGURES Figure The Framework of the Study 21 viii LIST OF APPENDICES Appendix A: Questionnaire 80 Appendix B: Interview Questions 85 Appendix C: Foreign Language Classroom Anxiety Scale (FLCAS) of Horwitz et al (1986) 86 Appendix D: Interviews Questions from Kongi (2015) 88 ix