(LUẬN VĂN THẠC SĨ) Dealing with Upper Secondary school students'''' anxiety in speaking lessons through a cooperative learning environment

1 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ THANH CẢNH Dealing with upper secondary school students’ anxiety in speaking lessons through a cooperative learning environment NGHIÊN CỨU VỀ VIỆC GIÚP HỌC SINH TRUNG HỌC PHỔ THÔNG GIẢM LO LẮNG TRONG CÁC GIỜ HỌC NĨI QUA MỘT MƠI TRƯỜNG CĨ TÍNH HỢP TÁC TRONG LỚP HỌC MA MINOR THESIS FIELD: METHODOLOGY CODE: 601410 HANOI – 2010 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ THANH CẢNH Dealing with upper secondary school students’ anxiety in speaking lessons through a cooperative learning environment NGHIÊN CỨU VỀ VIỆC GIÚP HỌC SINH TRUNG HỌC PHỔ THÔNG GIẢM LO LẮNG TRONG CÁC GIỜ HỌC NĨI QUA MỘT MƠI TRƯỜNG CĨ TÍNH HỢP TÁC TRONG LỚP HỌC MA MINOR THESIS FIELD: METHODOLOGY CODE: 601410 SUPERVISOR: TỪ THỊ MINH THUÝ (MA) HANOI - 2010 TIEU LUAN MOI download : skknchat@gmail.com Table of contents Declaration …………….………… …………………………………………………….….… i Acknowledgments ………………………………… ……………………… ii Abstract……………………………………………………….………….….………… ….… iii Table of contents …………………………………………………………… …………… …iv Lists of tables …………………………………………………… ………………… … … v Lists of abbreviations ……………………………………………………………… .vi PART ONE: INTRODUCTION …………………………………….……………….…… 1 Rationale for the study……………………………………………… …………………… Aims of the study………………………………………………… ……………………… Significance of the study…………………………………………………… Scope of the study …………………………………………………………… ……………2 Method of the study …………………………………………………………… ………….3 Organization of the study ……………………………………………………… …………3 PART TWO: development ……………………………… ……………………… …4 CHAPTER 1: LITERATURE REVIEW ……… … …… ……………………………… 1.1 Anxiety in language learning ………………………… …………………………… ….4 1.1.1 Definition of anxiety…………………………………….……………………………….4 1.1.2 The classification of anxiety ……………………………………………………… … 1.1.3 Anxiety and foreign language learning …………………………………………… 1.1.4 Causes of language learning anxiety …………………………………………………… 1.1.5 Related studies on language anxiety in speaking skill ………… 1.1.6 Anxiety management strategies ………………………………………………… 1.2 Cooperative learning ……………… …………….…………………… 1.2.1 Definitions of cooperative learning …………………………… 1.2.2 Components of cooperative learning …………………………… 1.2.2.1 Positive interdependence …………………………… 1.2.2.2 Face-to-face promotive interaction …………………………………… 1.2.2.3 Personal responsibility…………………………… TIEU LUAN MOI download : skknchat@gmail.com 1.2.2.4 Interpersonal and small-group skills …………………………………… 10 1.2.2.5 Group processing …………………………… 10 1.2.3 Effectiveness of cooperative learning …………………………… .11 1.2.4 Why using a cooperative learning environment to deal with speaking anxiety? 12 1.2.4.1 Psychological basis …………………………… 13 1.2.4.2 Pedagogical basis …………………………… 13 CHAPTER 2: RESEARCH METHODOLOGY ………….…… ………………….…….… 15 2.1 Research setting ……………………………………………………………………….… 15 2.1.1 Description of the school ………………………………………………………….…….15 2.1.2 Description of the program……………………………………………………… …… 15 2.1.3 Description of the course ………………………………………………………….…….16 2.2 Research questions …………………… ……………………………… …………… ….16 2.3 Participants ………………………………………………………… ………… … ……17 2.4 Instruments ……………………………………………………………………………….17 2.4.1 Classroom observations …………………………………………… ……………… 17 2.4.2 Staff consultations……………………………………………………………….…… 17 2.4.3 Questionnaires for students …………………………………………………… …….18 2.5 Procedures ……………………………………………………………………………… 19 2.6 Data Analysis …………………………………………………………………………… 19 CHAPTER 3: RESULTS AND DISCUSSIONS…… ………… ….……………… …… 21 3.1 Research results ………………….……………………………… …………………… 21 3.1.1 From classroom observations ………… …………… …………… ………………21 3.1.2 From staff consultations …………………………….….……………… …………….22 3.1.3 From questionnaires for students ……………………….………….…… ………… 24 3.1.3.1 Pre-intervention questionnaire ……………………………………………………….24 3.1.3.2 Post-intervention questionnaire ………………………………………….….……….29 3.2 Discussions on the research questions ……………….………………….…………… 30 3.2.1 Research question ………………………………………………………………… 30 3.2.2 Research question ….……………………………………………………………… 31 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 3.2.3 Research question ….……………………………………………………………… 32 CHAPTER 4: The course ……………………………………… …….……… ……….33 4.1 Structuring students in cooperative learning …………………………………………… 33 4.2 Materials description ………………….………………………………………………….34 4.3 Description of the lesson plans ………………….………………… ………… ………35 PART THREE: Conclusions ………………………………………………………….36 Summary of major findings ………………………………… ………… ………….……36 Recommendations ………………………………………………………………………….36 2.1 Recommendations on teachers & students interaction ………………………………… 36 2.2 Recommendations on students & students interaction ………………………………… 37 Limitations of the Study ……………………………………………………………………38 Suggestions for further study ………………………………………………………………38 References ………………………………………………………………………….… 39 Appendices Appendix 1: Observation sheet Appendix 2: Staff consultations Appendix 3: English version of Foreign Language Classroom Anxiety Scale Appendix 4: Pre-intervention survey questionnaire Appendix 5: Sample lesson plans Appendix 6: Post intervention survey questionnaire Appendix 7: Scores and levels of speaking anxiety Appendix 8: Students‟ feedbacks and evaluation on the intervention techniques TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment Lists of tables Table 1: Criteria to identify groups of foreign language anxiety levels Table 2: Student self- assessment on their linguistic background Table 3: The level of student anxiety Table 4: Levels of anxiety caused by intrinsic factors Table 5: Levels of anxiety caused by extrinsic factors Table 6: Students‟ feedbacks and evaluation on the intervention techniques Lists of figures Figure 1: Scores and levels of FLA Figure 2: Score of students‟ feedbacks on the intervention techniques Lists of abbreviations CL Cooperative learning CLE Cooperative learning environment FL Foreign language FLA Foreign language anxiety SA Speaking anxiety USS Upper secondary school TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 10 PART ONE: INTRODUCTION Rationale for the study Horner & Redmond (2002) state in a humorous way that “learning a language can be exciting for some but for others it can be a nightmare” Such feelings have been researched as foreign language anxiety for decades This phenomenon has been the research focus of many linguists and psychologists in recent years Anxiety has been regarded as one of the most important affective factors that influence foreign language acquisition Much research (e.g., Bailey, 1983; Horwitz & Cope, 1986; MacIntyre & Gardner, 1994; Young, 1991), especially in western countries, has been conducted to find the relationship between anxiety and achievements in the learning of different foreign languages Most studies (Horwitz & Cope, 1986; MacIntyre & Gardner, 1994) arrive at a conclusion that anxiety and achievement are negatively correlated In Vietnam, similar research has also been conducted with different groups of people, mostly with college students The problem of language learning anxiety facing USS students has almost been overlooked In EFL environment, anxiety is one of the persistent factors hindering many learners to learn successfully It affects students in different aspects of learning, particularly in speaking The level of anxiety has been observed to be higher in speaking activities than those of other skills It acts as an obstacle to many learners, especially students in mountainous areas In fact, the majority of students coming from these areas are very reserved and shy For them, the mere thought of having to talk about something in English may make them anxious They tend to feel shy and tense; therefore, it is difficult for them to communicate The point that counts is that if we leave this problem unsolved, there will be a likelihood of pushing them into silence in a speaking lesson, which is completely undesirable Many teachers even felt discouraged when they failed to get their students to participate in their intended activities simply because they were too reserved I have been wondering about what the governing factors underlying anxiety are From my actual teaching, I have come to realize that anxiety is not only the problem of less-able students but also the able ones This fact has given me an impetus to seek for the causes of anxiety faced by my learners with the hope to help them out of anxiety and to enhance the classroom atmosphere through a cooperative learning environment TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 11 Aims of the study + To investigate the potential sources of students‟ anxiety in English speaking lessons experienced by upper secondary students + To test how a cooperative learning environment really works in reducing students‟ anxiety in speaking lessons + To provide some suggestions for teachers to deal with the problem of students‟ anxiety in teaching English speaking skill Significance of the study This study is hoped to provide more insights into the nature of anxiety in learning foreign languages It is bound to better my own teaching by offering me a more thorough understanding of my students Furthermore, its application may give other teachers some suggestions to get students more involved in speaking lessons by gradually building up their self confidence On the part of students, the research is expected to raise their awareness of the sources of anxiety they encounter in speaking lessons so as to help them find out the ways to minimize its negative impacts on their academic performance Scope of the study It would be impossible for this study to cover all the facets of such a broad issue as students‟ anxiety in foreign language learning due to time constraints as well as the complexity of the matter under consideration As the thesis title suggests, I restricted this study to finding the possible causes of student anxiety in speaking lessons, thereby proposing ways of dealing with this problem through a CLE with vivid explanations and concrete illustrations of how each step is carried out in the sense that they are comprehensible enough to be a handy reference for those who are concerned Method of the study In this research, a combination of observational and survey methods were utilized These two methods were supplemented and strengthened via the use of staff consultation approach to make a more realistic and reliable overview of the instructional situation Throughout the stages of the research, the following instruments were employed to collect the primary data: Classroom observation, Staff consultation, and Questionnaires TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 12 Organization of the study The study consists of four chapters exclusive of the Introduction and Conclusions Chapter 1: Literature review provides a theoretical background concerning the factors causing SA in learning FL including: definition of anxiety, classification, the relationship between anxiety and FL learning, causes of learning anxiety, anxiety in speaking skill, anxiety management strategies as well as the related studies on cooperative learning with its definitions, components, the effectiveness of CL and the bases for applying a CLE in dealing with SA Chapter 2: Research methodology describes the overall picture of how the research was carried out including the research questions, subjects of the study, the instruments employed, data collection and analysis procedures Chapter 3: Results and Discussions presents the research results obtained form classroom observations, staff consultations, and questionnaires, which were discussed according to thematic units (qualitatively) and in the form of tables (quantitatively) in relation to the research questions Chapter 4: The empirical course This chapter specifies the practical steps in implementing a speaking lesson in light of a CLE such as how to structure students, what decisions should be made when applying CL, etc together with two sample lesson plans for illustration TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 13 PART TWO: Development Chapter 1: Literature review 1.1 Anxiety in language learning 1.1.1 Definition of anxiety Anxiety is generally viewed as a psychological concept and has been defined by a great many researchers Lesse (1970) portraits anxiety as “a phenomenon experienced as a foreboding dread or threat to the human mechanism whether the threat is generated by internal real or imagined danger”(p.13) With more mechanical coloring, Spielberger (1983) sees anxiety as “an unpleasant emotional state or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the automatic nervous system that accompany these feelings” (p.482) In a similar manner, Horwitz (1986) defines anxiety as a kind of troubled feeling in the mind It is a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system In a word, it seems difficult to describe or define anxiety in a simple and exhaustive manner, as it arises from many kinds of sources often associated with particular contexts or situations that individuals perceive threatening according to their unique frame of reference (Eharman,1996) 1.1.2 The classification of anxiety As recognized by many scholars, anxiety is such a complex issue that it still requires more endeavors to figure it out Horwitz (2001) found that anxiety, like self-esteem, can be experienced at various levels At the global level, trait anxiety is a more permanent inclination to be anxious Some people are predictably and generally anxious about many things At a situational level, state anxiety is experienced in relation to some particular act or event From these findings, it is implied that in a classroom, it is important for a teacher to try to determine whether students‟ anxiety stems from a more global or situational to deal with it properly According to MacIntyre & Gardner (1991), as trait anxiety has somewhat ambiguously defined nature, in terms of language teaching, it seems more useful to look into the aspect of state anxiety TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 55 Appendix 4: Pre-intervention survey questionnaire This questionnaire is designed for my research into student anxiety in speaking Your assistance in completing the questionnaire is highly appreciated All the information provided is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Put a tick (√) to the column that is the most appropriate to you I Your evaluation on your English proficiency and speaking skill Items Very good Good Fair Bad Very bad English proficiency Speaking skill II Your opinion on learning speaking Strongly disagree Disagree Not sure Agree Strongly agree I often feel at a loss for words and the way to make sense of my ideas (Limited vocabulary and grammar) In English class, I can get so nervous that I forget to say things I know (Personality) I don‟t like speaking English in class because my pronunciation is not good enough (bad pronunciation) I am worried about making oral mistakes in the English class (Fear of making mistakes) I always feel that the other students speak English better than I TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 56 (inferiority complex) I feel anxious about speaking English in class because I rarely practice speaking (Lack of practice) I feel more tense and nervous in my language class than in my other classes (Lack of familiarity with the environment) I often feel that the speaking tasks are too difficult for me (Difficulty of the task) It frightens me when I don‟t understand what the speaking teacher is saying in English (Incomprehensible input) 10 I start to panic when I am asked to speak without preparation in English speaking class (Lack of preparation) 11 I tremble when I know that I am going to be called on in English speaking lessons (Fear of being called/ the focus of attention) 12 I not feel comfortable to speak English if I know that what I am saying will be criticized (Fear of being negatively evaluated) 13 I am afraid that my English teacher is ready to correct every oral mistake I make (Fear of being corrected TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 57 abruptly) 14 I am afraid that the other students will laugh at me when I speak English (Fear of being laughed at) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 58 Bảng câu hỏi cảm nhận học kỹ nói tiếng Anh Tích () vào ô trống phù hợp với lựa chọn bạn: I Đánh giá trình độ khả nói tiếng Anh bạn Mục Rất tốt Tốt Đạt yêu cầu Yếu Rất yếu Trình độ tiếng Anh Khả nói tiếng Anh II ý kiến bạn việc học kỹ nói Hoàn toàn Không Không Đồng ý Hoàn không đồng đồng ý toàn ý chắn đồng ý Tôi thng cm thy bí từ lúng túng để diễn tả ý kiến Trong líp häc tiÕng Anh, run mà quên nói đựơc điều biết Tôi không muốn nói tiếng Anh lớp phát âm không tốt Tôi lo lắng mắc lỗi nói Tôi thng cảm thấy bạn học khác nói tiếng Anh tốt Tôi cảm thấy lo lắng nói TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 59 thiÕu sù rèn luyện Tôi cảm thấy căng thẳng bình tĩnh học tiếng Anh so với học khác Tôi thng cảm thấy câu hỏi yêu cầu nói khó Tôi sợ không hiểu giáo viên nói tiếng Anh 10 Tôi bình tĩnh phải nói giáo viên hỏi phần mà không c chuẩn bị trớc 11 Ngời run lên biết bị gọi lên học nói 12 Tôi không cảm thấy thoải mái diễn đạt biết bị phê bình mắc lỗi 13 Tôi sợ giáo viên tiếng Anh sửa lỗi nói mà mắc 14 Tôi sợ bạn khác lớp ci tôi nói Xin chân thành cảm ơn giúp đỡ b¹n! TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 60 Appendix Sample lesson plans Unit 13 – Hobby Lesson 2: Speaking Time: 45 minutes Aims and Objectives: By the end of the lesson, students will be able to + Talk about a preferred hobby + Improve speaking skills through Asking and answering about a hobby + Complete the tasks in the book Lexical Items: Words concerning hobbies Grammar: Verbs + Gerund (like, hate etc.), Questions in Present simple (review) Teaching aids: Textbooks, handouts Anticipated problems: Lack vocabulary, confusions in expressing ideas Procedures Teacher’s activities Students’ activities Warm up ( )  Prepare a list of words for Guessing game (To familiarize students with the vocabulary related to the topic “Hobby”)  Observe their friends‟ gestures to  Rule of the game: The whole class has to guess the work out the words: Swimming, activities prepared by the teacher through the Fishing, Singing, Mountain-climbing, miming of two students Playing computer games, Reading  Introduce the theme: Hobby books, Watching TV Speaking ( 35 ) Give clear instructions for the speaking  Work Task – Talk about a preferred hobby interview their group members for the in groups cooperatively: Get Ss to work in groups: “Find someone who”+ needed information to fill in the chart Give Ss handouts Two students report their results TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 61 Activities Name Like Not Reason like Swimming Fishing  Work in pairs for the reading Stamp-collecting Mountainclimbing  Pay attention to the questions in the Playing e-games dialogue Reading books  Answer teacher‟s questions (whole Chatting class) Task – Practice reading the dialogue  Work in pairs: Practice the dialogue  Explain some words: stall, tag, classify into Put Ss in pairs to read the dialogue (p 149)  Ask Ss the main contents of the dialogue: the hobby, how to collect the books, how to organize the books, future plan Task 3- Make a dialogue about collecting stamps, using the cues given in the textbook  Get Ss to work in pairs to the role play  Control pair work, stand by and offer helps if students are in need of  Call some pairs to present in front of the class  Give feedback with encouragement Homework (5 min) Write about one of your hobbies in about 100 by role  Roleplay in front of the class (Answer: A What is your hobby? B Well, I like collecting stamps A Could you tell me how you collect your stamps? B I buy them or ask friends, relatives, postmen for them I sometimes make pen friend with people overseas or exchange stamps with others A How you organize your collection? B I classify them into different categories ) words TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 62 Unit 14 Recreation Lesson 2: Speaking Time: 45 minutes Aims and Objectives: By the end of the lesson, students will be able to + Express agreements and disagreements concerning entertainment activities + Improve speaking skills through expressing agreements and disagreements Lexical Items: Words to talk about recreation, leisure activities Grammar: Giving suggestions, have to+ V Teaching aids: pictures in the textbook, handouts Anticipated problems: Lack vocabulary to talk about the topic, difficulties in expressing agreements and disagreements Procedures Teacher’s activities Students’ activities Warm-up ( )  A game: Word search (vocabulary related to the topic “Camping”)  Get Ss to work in groups of  Work in groups: Find all the words related  Give Ss the handouts to “camping” in the puzzle  Introduce the theme: Recreation  The group with the correct and quickest Speaking ( 35 ) answer is the winner Give clear instructions for the speaking (Answer: sleeping bag, compass, , backpack, Task – Write A beside an expression of tent, flashlight, whistle, camera) agreement and D beside an expression of  Work in pairs disagreement  Put Ss in pairs to read the expression and (Answer: 1-A, 2-D, 3-A, 4-A, 5-D, 6-A, 7-A) decide A or D statements  Check with the whole class  Find some more expressions to show  Elicit some more expressions to show agreement and disagreement TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 63 agreement and disagreement from Ss  Write them on the board + Expressing agreement - You’re absolutely right - I think so -That’s right + Expressing disagreement - You may be right, but …  Read the dialogue in pairs (p.157) - That might be true, but …  Practice the dialogue in front of the class - Well, I don’t think so As for me… Task – Practicing the dialogue  Work in groups for the discussion: Show  Put Ss in pairs to read the agreement or disagreement + reasons to  Call on some pairs to practice the dialogue reach the final decision in front of the class Task – Explain the task, introduce the table content Put Ss in groups to discuss the pros  Report the discussion results to the class and cons of a camping holiday with the reasons why the group members  Supervise group-work and offer help agree or disagree  Ask some representatives to report the discussion to the whole class Homework (5 min) Prepare a three-minute talk on the benefits of going on a camping holiday TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 64 Appendix Post intervention survey questionnaire This questionnaire is designed for my research into student anxiety in speaking Your assistance in completing the questionnaire is highly appreciated All the information provided is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Put a tick (√) to the space next to the option which is most appropriate to you What you think about the teacher’s behavior and attitude toward students in the classroom? a) Very serious b) Serious c) Friendly and encouraging What you think about the linguistic input the teacher provides you before and while the class practice speaking? a) Very limited and difficult to apply b) Just enough for some basic expressions c) Enough for students to express their ideas What you think about most of the questions, tasks, and topics set by the teachers? a) Difficult and unfamiliar b) Normal c) Appropriate How you feel when you are called to answer the teacher’s questions? a) Afraid and confused b) Normal c) Motivated What you think of the way the teacher gives prompts and encourages you when you get stuck in expressing ideas? a) Unnecessary b) Useful enough c) Useful and necessary to build up students‟ confidence What you think about the general comments the teacher makes to your answers as well as the way he/she corrects the mistakes? a) Inappropriate and not encouraging enough b) Acceptable c) Appropriate and encouraging TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 65 What you think about students’ working in groups cooperatively? a) Ineffective and time-consuming b) Only beneficial for the less able group members c) Beneficial for the whole group How you feel when working in group? a) Tense and nervous b) More assured and confident c) Very confident and comfortable How you feel when speaking English in front of the class? a) Nervous & embarrassed b) Manageable _ c) Confident enough 10 What you think of your friends’ making mistakes sometimes when they speak English? a) They deserve criticism b) I have no idea _ c) It is tolerable TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 66 Bảng câu hỏi cảm nhận học kỹ nói tiếng Anh Tích () vào ô trống phù hợp víi lùa chän cđa b¹n: B¹n nghÜ thÕ cử thái độ gv đối víi häc sinh líp? a) Quá khắt khe b) Hơi khắt khe c) Thân thiện khích lệ Bạn đánh giá nh v nn tng ngụn ng m giáo viên (gv) cung cp trc v hoc sinh thực hành nói tiếng Anh? a) Rất sơ sài khó vận dụng b) Chỉ đủ cho diễn đạt c) Đủ cho học sinh biểu đạt ý định Bạn nghĩ nh tập, nhiệm vụ, chủ đề gv giao cho lớp? a) Khó không gần gũi b) Bình thường c) Phï hỵp Bạn cảm thấy nh đợc mời trả lời câu hỏi gv? a) Sợ lúng túng b) B×nh thường c) Rất có động lực Bạn nghĩ nh cách gv đa gợi ý động viên học sinh học sinh bị bế tắc diễn đạt? a) Không cần thiết b) Khá hữu ích c) Hữu ích cần thiết để học sinh có thêm tự tin Bạn đánh giá nh cách nhận xét sửa lỗi cho học sinh gv ? a) Không phù hợp thực sù khÝch lÖ b) ChÊp nhËn c) Phù hợp khích lệ Bạn đánh giá nh hình thức học tập tinh thần cộng tác theo nhóm? a) Kém hiệu lÃng phí thời gian b) Chỉ hữu ích cho bạn yếu c) Hữu ích cần thiết cho thành viên nhóm Bạn cảm thÊy thÕ nµo lµm viƯc theo nhãm? a) Căng thẳng lo lắng TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 67 b) Yên tâm tự tin c) Rất tự tin thoải mái Bạn cảm thÊy thÕ nµo nãi tiÕng Anh trưíc líp? a) Rất run ngại b) Có thể cố gắng đợc c) Tự tin 10 Bạn nghĩ nh việc bạn lớp mắc lỗi nói tiếng Anh? a) Đáng bị trích b) Không bày tỏ ý kiến c) Có thể chấp nhận đợc Xin chân thành cảm ơn giúp đỡ bạn! TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment 68 Appendix Scores and levels of speaking anxiety of Grade 11 non-English majors – Hoang Van Thu 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Total Mean Questionnaire statement 10 11 12 4 4 4 4 2 5 2 3 2 4 4 4 2 4 5 4 4 4 4 5 4 4 5 5 4 4 4 4 2 5 3 2 4 4 4 4 4 5 4 5 5 3 2 5 2 4 4 4 4 3 4 105 3.28 3 3 2 2 4 88 2.75 3 3 4 3 2 2 89 2.78 4 4 4 5 4 123 3.84 4 4 2 2 110 3.43 2 4 4 4 2 2 103 3.22 4 2 4 2 2 91 2.84 2 3 4 4 1 88 2.75 3 3 4 4 4 2 104 3.25 4 4 4 5 5 4 129 4.03 3 2 2 2 2 83 2.59 13 14 4 4 5 2 3 2 2 2 4 4 3 3 4 3 1 3 4 4 4 4 4 2 1 104 87 92 3.25 2.71 2.87 56 59 62 58 58 49 40 39 42 51 41 37 31 50 37 50 45 48 46 45 33 51 37 47 44 44 52 45 28 26 28 21 99.7 3.12 TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment Level St No Score specializing USS H H H H H M M M M M M M M M M M M M M M M M M M M M M M L L L L (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment (LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment(LUAN.VAN.THAC.SI).Dealing.with.Upper.Secondary.school.students''.anxiety.in.speaking.lessons.through.a.cooperative.learning.environment