A study on anxiety in speaking class of the 1st year non-English major students at Hung Yen University of education and technology

VIET NAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HOÀNG THỊ HUYỀN A STUDY ON ANXIETY IN SPEAKING CLASS OF THE 1ST YEAR NONENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF EDUCATION AND TECHNOLOGY ( NGHIªN CỨU VỀ SỰ LO LẮNG TRONG LỚP HỌC NóI TING ANH CA SINH VIêN KHôNG CHUYêN NM TH NHẤT TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YªN) M.A Minor Programme Thesis Field Code : English Methodology : 601410 Hanoi, 2010 VIET NAM NATIONAL UNIVERSITY HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HOÀNG THỊ HUYỀN A STUDY ON ANXIETY IN SPEAKING CLASS OF THE 1ST YEAR NONENGLISH MAJOR STUDENTS AT HUNG YEN UNIVERSITY OF EDUCATION AND TECHNOLOGY ( NGHIªN CỨU VỀ SỰ LO LẮNG TRONG LP HC NóI TING ANH CA SINH VIêN KHôNG CHUYªN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC SƯ PHẠM KỸ THUẬT HƯNG YªN) M.A Minor Programme Thesis Field : English Methodology Code : 601410 Supervisor : PHạM THị HạNH, M.A Hanoi, 2010 iv Table of content PART ONE: INTRODUCTION……………………………………………………………… 1 Rationale………………………………………………………………………………… Aims of the study………………………………………………………………………….1 Scope of the study…………………………………………………………………………2 Methods of the study………………………………………………………………………2 Design of the study……………………………………………………………………… PART TWO: THE STUDY…………………………………………………………………… CHAPTER I: LITERATURE REVIEW……………………………………………………….4 Theoretical background of anxiety……………………………………………………… Definition of anxiety…………………………………………………………………… Types of anxiety………………………………………………………………………… Foreign language anxiety…………………………………………………………………5 Sources of foreign language anxiety…………………………………………………… 1.4.1 Subjective factors………………………………………………………………… 1.4.2 Objective factors………………………………………………………………… Effect of anxiety on learning…………………………………………………………… Components of foreign language anxiety……………………………………………….10 1.6.1 Communication apprehension ………………………………………………… 10 1.6.2 Fear of negative evaluation………………………………………………………11 1.6.3 Test anxiety………………………………………………………………………11 Theoretical background of speaking activities ………………………………………… 12 Concepts of speaking activities…………………………………………………………12 Roles of speaking activities…………………………………………………………… 12 CHAPTER II: METHODOLOGY………………………………………………………… 14 The context…… ……………………………………………………………………… 14 The informants………………………………………………………………………… 14 The instruments………………………………………………………………………… 15 Survey questionnaire…………………………………………………………………… 16 Semi-structured interview……………………………………………………………… 17 CHAPTER III: DATA ANALYSIS AND FINDINGS……………………………………… 19 Level of speaking anxiety experinced by UTEHY non- English major freshmen …… 19 Communication anxiety……………………………………………………………… 19 Fear of negative evaluation…………………………………………………………… 21 v Test anxiety………………………………………………………………………… .23 Sources of students’ speaking anxiety………………………………………………… 23 Subjective factors……………………………………………………………………… 24 Objective factors……………………………………………………………………… 27 CHAPTER IV: SUGGESTED IMPROVEMENTS………………………………………… 30 Recommendations for the teachers……………………………………………………… 30 Recommendations for the students……………………………………………………… 32 PART THREE: CONCLUSION………………………………………………………………35 Summary of the study……………………………………………………………………35 Limitations of the study………………………………………………………………… 35 Recommendations for further research………………………………………………… 36 REFERENCES .I APPENDIXES………………………………………………………………………………… III vi LIST OF ABBREVEATIONS FLA: Foreign Language Acquisition FLCAS: Foreign Language Classroom Anxiety Scale FL: Foreign Language UTEHY: Hung Yen University of Education and Technology vii LIST OF TABLES Table 1: Criteria to identify groups of FLA levels Table 2: Level of speaking anxiety experinced by UTEHY non- English major freshmen Table 3:Level of communication anxiety experinced by UTEHY non- English major freshmen Table 4: : Level of fear of negative evaluation experinced by UTEHY non- English major freshmen Table 5: Level of test anxiety experinced by UTEHY non- English major freshmen PART ONE- INTRODUCTION Rationale: Since the open policy was carried out in Vietnam, English has become a useful and indispensable means for the integration of our country into the world community Learning English becomes a great necessity for Vietnamese people Especially, learning speaking gains a great stature as the need of communication is paid much more attention The result of learning a language, though, is determined and affected by a number of factors It is believed that there are some emotional factors in foreign language learning which affect our learning abilities These are mainly thought to be intelligence, motivation, attitudes and anxiety Among these, anxiety stands out as one of the major influential factors for effective language learning This foreign language anxiety is defined by some authors as “a feeling of tension, apprehension and nervousness associated with the situation of learning a foreign language.”(Horwitz, Horwitz & Cope, 1986, p.125) In fact, in speaking lesson in Hung Yen University of Technology and Education, students are usually reluctant to take part in class activities Speaking tasks often take place in silence Some students may be very good at writing or reading English but they fail to speak English fluently and naturally Some students state that they cannot find words to say And some say that they not like speaking in class Some frankly admit that they feel nervous and anxious when speaking Learning English in Vietnam has gained a considerable achievement However, learning speaking skill in Vietnam is not really efficient in comparison with other developed contries While a certain amount of research has been conducted to investigate the nature of anxiety in second and foreign language learning, little has been done on anxiety in learning speaking skill alone in Vietnam As a teacher of English, therefore, I decided to conduct research on the topic: “ A study on anxiety in Speaking class of the 1st year non-English major students at Hung Yen University of Education and Technology” Aims and objectives of the study: The study is aimed at anxieties encountered by the first year non English major students in Economic Department, Hung Yen University of Technology and Education, and then finding some possible techniques for dealing with students’ anxiety in speaking class To help the students overcome such difficulties, the specific objectives of the study are: - to identify the anxiety and point out factors affecting students’ anxiety in learning speaking skill - to suggest some realistic and appropriate pedagogical implications to improve students’ ability to cope with anxiety in learning speaking skill Scope of the study: There are many types of anxiety However, this study only focuses on anxiety of speaking skill for the First Year Non English majors at Hung Yen University of Technology and Education This study is claimed to be an overview of current situations of the first year non English majors when learning speaking skill and some suggestions for students to cope with anxiety in speaking class as well as techniques for the teachers to improve their teaching methods of speaking skills Methods of the study: The study will be conducted using quantitative and qualitative methods with questionnaires for informants of one class of about 30 first- year non majors of English and 15 teachers at the University of Technology and Education in Hung Yen- Department of foreign languages In addition to the questionnaire, informal interviews with the informants and their teachers and personal observation will also be employed Design of the study: The study consists of three parts: Part A, introduction, presents the rationale, the aims, the scope, the methods and the design of the study Part B, development, consists of chapters + Chapter I - Literature Review – provides the basic theoretical background from literature on anxiety such as definition, types of anxiety; and speaking activities Especially, the effect and possible causes of anxiety, which are the main issues of the study, are discussed thoroughly in this chapter + Chapter II - Practical Research – provides an analysis on the current situation of teaching and learning speaking skill and reports the results of the survey research which are carried out at the beginning of the third term of the 2009- 2010 academic year at the foreign language department, UTEHY The report includes the following information  research questions  context  informants  questionnaires and procedures  data analysis and findings  suggested solutions + Chapter III – Implications for teaching and learning speaking skill– focuses on anxieties facing students in learning speaking skill and suggested techniques and activities for the teachers to improve their teaching, suggested solutions for students to reduce and cope with anxieties facing them in speaking classes Part C, conclusion, summarizes all the key issues as well as the limitations of the study and suggestions for further study PART TWO- THE STUDY CHAPTER I- LITERATURE REVIEW Theoretical background of anxiety: 1.1 Definition of anxiety: There has been a variety of studies carried out on anxiety Anxiety is “the subjective feeling of tension, comprehension, nervousness, and worry associated with an arousal of autonomic nervous system” (Horwitz, Horwitz & Cope, 1986, p.125) Or “the worry and negative emotional reaction aroused when learning a second language” (MacIntyre, 1999, p.27) Second language anxiety is defined here a distinct complex of self- perception, beliefs, feelings, and behaviors related to using a foreign/ second language for communication beyond class language They identified three related anxieties as components of foreign language anxiety: communication apprehension, test anxiety and fear of negative evaluation In addition “Anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object” (Hilgard, Atkinson, & Atkinson, 1971 cited in Scovel, 1991:18) Anxiety, as perceived intuitively by many language learners, negatively influences language learning and has been found to be one of the most highly examined variables in all of psychology and education ( adapted from Horwitz, 2001:113) To sum up, anxiety is a feeling of tension, apprehension and nervousness associated with the situation of learning a foreign language In general, it can have physical, emotional, and behavioral manifestations and these manifestations can differ with each individual 32 work, small group work, games, simulations, and structured exercises that alter the communication pattern of the classroom The pattern becomes one of student-to-student communication, with the emphasis on conveying meaning rather than underscoring mistakes It is advisable that teachers should rank students into two categories for a better practice purpose: the active students and the students with high anxiety level Students with high level of anxiety should be designed some kinds of extra activities, for example, some forms of supplemental instruction in class or individual tutoring by teachers or by good peers or joining some language clubs Thirdly, it is necessary that teachers should educate students that mistake is an inevitable part of learning a second language, making mistakes is not bad To this succesfully, teachers should not criticize every small mistake made by students and try to persuade them in the way that pointing across their ideas and meanings is more important than saying them without errors Lastly, this is not much feasible but it does not mean impossible as it depends on the university infrastructure, that is the reccommendation relating to class size It is clearly stated by the teachers and students that large size class is a big obstable to deploy lessons and get a desired result for speaking skill class If possible, it is advisable of maximum 30 students for each class of language learning In fact, when a lesson, especially speaking one, being deployed in the class of this size, it works perfectly for both teachers and students For teachers, they can subjectly handle and control the whole class very well as 30 students are all in their view sight and they can have enough time to develop, improve skill or even correct mistakes for all students For students, they have enough time to prepare and express themselves in the light of being corrected individually Recommendations for the students: 33 Relying on the result got from quesiton number 10 in semi- structured interview for some reccommendations for students, all of participants’ ideas are reported: I need to control my anxiety and overcome this feeling in order to get a better result for speaking skill I am going to take an Engish course of communication skill next month (V) I like communicating with foreigners because I want to learn their accents My parents promised me a chance to study abroad after graduation from this university, so I will try to learn English then, maybe they will help me much with pronunciation and my English will be better after I go there to study (L) I should train myself to be a better language learner I think I can have a good job when my English is good So I will try my best (H) I am introvert so what I should now is trying to be extrovert Being extrovert may make me feel free to express my ideas and take part in all activities actively ( Q) I should take some courses of Economics to improve my knowledge about this field When I have knowledge of this feel, I am sure I will be self- confident enough to express my points when being called on in speaking class (D) To sum up based on the recommendations from the participants, first and foremost, students should be aware of their anxiety and find the appropriate way to handle it They should recognize that they themselves, not the teachers, take responsibility for their success or failure in learning every subject Therefore, they should find some ways to motivate themselves and to make themselves get involved actively in all activities in class Day after day, their feelings of being anxiety or being isolated will go away, they will get in line with the whole class and then they will see the progress Foss and Reitzel (1988) recommend that students should keep a personal journal in which their thoughts, feelings and experiences related to the learning progress are documented They should put these questions into consideration and it once a week, then analyze in order to see what is the progress has been made: “How did you participate in speaking activities in your previous oral English classroom?” 34 “How did you feel when you discussed in groups, in pairs or spoke in front of the class?” “What should you to overcome speaking anxiety (if so) to have better performance in oral English classroom?” Secondly, students should coorperate with teachers It is considered to be a good way to raise their voice about their difficulties in learning language with teachers especially about the feeling of anxiety when learning speaking skill and ask teachers for advice of how to cope and overcome it Furthermore, in order to get a better result, students should ask teachers for good stretagies and are ready to show their weaknesses to gain teachers’ correction guidance step by step Lastly, students should be ready to take risks They should be the person who knows that learning a language is a life- long process, not a short period of time You can not be a native speaker of English even when you have a long time living there, as you did not grow up in an English speaking environment In fact, you not have to be a native speaker Making errors is natural, even for native speakers, therefore, accepting making mistakes during learning process is necessary for a good or wanting- to- be- good learnners You can make mistakes today but the thing you can get from this mistake is really useful as you have chances to show yourself, have chance to interact with the others and then gradually, their anxiety level will be reduced significantly 35 PART THREE: CONCLUSION Summary of the study: Language anxiety is a phenomenon with its complicated and multi-faced nature which requires further exploration from a variety of perspectives and approaches This study, conducted through semi-structured interviews and survey questionnaire, was an attempt to apprehend a small part of the phenomenon from the major causes Relying on the semi- structured interview from most highly anxious paticipants, the result of the study is odviously stated that the most anxiety provoking skill in foreign language learning is speaking skill which requires students to give their oral presentations in front of their peers and teacher of English It is also found that learners’ references, attitudes, beliefs, intelligence, ability, teachers’ factors and learning conditions are blamed to be the main causes of the speaking anxiety for the non- English major students These factors can be devided into two main kinds: subjective factors and objective factors Among these factors, learners’ beliefs that their lack of confidence and deficiency were attentively evaluated by both of their peers and teacher is considered to be the most threatening cause of students’ anxiety in speaking class In addition, teachers’ factors, for example, teachers’ manner of correction and attitudes of correction towards students is reported to be an obstacle of their acquiring speaking skill process It can be concluded that anxiety does remain a serious issue for all of the researchers as well as teachers of foreign language It is a big question of how to find the best way to deal with this and to help learners overcome this feeling Limitations of this study: Although many efforts have been made so far for the study, it cannot be without limitations There are some limitations being noted First of all, that is the matter of time The time for the interview between teacher and student is just 25- 30 munites for each and it is so short for the 36 complexity of the matter relating to language learning The second one is source of the students All of them before enterring to this university belonged to a wide range of educational backgrounds, with varied language teaching and learning experiences, therefore, their individual experiences are difficult to evaluate In addition, the effects of such variables as age, sex, length of time learnig English, motivation toward language learning cultural background of learners… were not mentioned in the study Finally, the limitation lies on the academic year of students They are just the first year students, while anxiety is a common phenomenon among all students regardless of levels Recommendations for further research: As no single research design is all-inclusive and complete, this study cannot cover everything in the field of language anxiety Many untouched issues can be interesting topics for further research such as: Second language writing/ listening/ reading anxieties: Causes and effects? The influence of anxiety and motivation on language task performance Strategies for stimulating students’ motivation in anxious classroom environment Dealing with anxiety: some practical activities for language learners and teacher How does anxiety affect foreign language learning? Testing anxiety- stretagies to cope with The different levels of anxiety between males and females- reasons and suggested solutions The different levels of anxiety between ages- reasons and suggested solutions i References Gardner, R C (1985) Social psychology and second language learning Edward Arnold Bygate, M (1987) Speaking Oxford: Oxford University Press Ellis, R (1999) Understanding Second Language Acquisition Oxford: Oxford University Press William, M and Burden, R.L (1997) Psychology for language teachers Cambridge: Cambdridge University Press 5) Dörnyei, Z (2001) Teaching and researching motivation London: Longman Stern, H.H (1983) Fundamental concepts of Language Teaching Oxford: Oxford University Press Alpert, R & R Haber (1960) Anxiety in academic achievement situations Journal of Abnormal and Social Psychology, 61, 207-215 Bailey, K (1983) Competitiveness and anxiety in adult second language leaning: Looking at and through the diary studies In H Seliger and M Long (Eds.), Classroom-oriented research in second language acquisition (pp 67-102) Rowley: Mass Newbury House Brown, H D (2001) Principles of language learning and teaching Beijing: Foreign Language Teaching and Research Press, 141-142 10 Gardner, R C & P D MacIntyre (1993) On the measurement of affective variables in second language learning Language Learning, 43, 157-194 11 Horwitz, E (1986) Preliminary evidence for the reliability and validity of a foreign language anxiety scale TESOL Quarterly, 20, 559-564 12 Horwitz, E., M Horwitz & J Cope (1986) Foreign language classroom anxiety Modern Language Journal, 70, 125-32 13 Krashen, S (1985) The Input Hypothesis London: Longman 14 MacIntyre, P D & R C Gardner (1991) Methods and results in the study of anxiety and language learning: A review of the literature Language Learning, 41, 85-117 15 MacIntyre, P D & R C Gardner (1994) The subtle effects of language ii anxiety on cognitive processing in the second language Language Learning, 44, 283-305 16 Rachman, S (1998) Anxiety, Hove, East Sussex UK: Psychology Press 17 Scovel, T (1978) The effect of affect on foreign language learning: a review of the anxiety research Language Learning, 28, 128-142 18 Young, D J (1991) Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, 426-439 iii Appendix Survey questionnaire on speaking anxiety Cơ tiến hành nghiên cứu có tựa đề: Nghiên cứu lo lắng lớp học nói tiếng Anh sinh viên không chuyên năm thứ Tr-ờng Đại Học S- phạm Kỹ thuật H-ng Yªn” Để thu thập liệu tin cậy cho nghiên cứu, cô cần ý kiến chân thực bạn lo ngại trải nghiệm thực tế lớp học nói mơn tiếng Anh Dưới câu hỏi với thông tin cần thiết mong bạn đóng góp ý kiến Cảm ơn bạn dành thời gian cơng sức để trả lời ************************************ A Thông tin chung: Bạn tuổi?…………………… Bạn từ đâu tới?………………… Bạn học tiếng Anh bao lâu? B Những nguyên nhân gây lo ngại cho sinh viên không chuyên năm lớp học nói tiếng Anh: Hãy viết thứ tự từ 1-5 để trả lời cho câu hỏi đây: Hồn tồn khơng đồng ý Khơng đồng ý Đồng ý phần Đồng ý Hoàn toàn đồng ý Lo lắng giao tiếp: Tôi chưa cảm thấy an tâm tơi nói tiếng Anh trước lớp Tôi sợ phải nói tiếng Anh mà khơng có chuẩn bị _ Tơi sợ nói tiếng Anh trước bạn khác lớp Tơi thấy lo sợ khơng hiểu từ cô giáo chữa Trong lớp học nói, tơi hay lo lắng qn thứ mà biết _ Ngay tơi chuẩn bị kỹ lưỡng tơi thấy lo lắng Trong lớp học nói tơi lại thấy lo lắng so với môn khác _ iv Sợ bị đánh giá thấp Tôi thấy run biết bị gọi lên bảng mơn tiếng Anh _ Tôi nghĩ bạn khác học môn tiếng Anh _ 10 Tôi bối rối giơ tay phát biểu lớp học tiếng Anh 11 Tôi cảm thấy thất vọng không hiểu lỗi sai mà cô chữa 12 Tôi cảm thấy tim đập mạnh bị gọi lên bảng môn tiếng Anh _ 13 Tôi cảm thấy bạn khác nói tiếng Anh tốt tơi _ 14 Các tiết học môn tiếng Anh trôi nhanh tơi sợ bị tụt lại phía sau _ 15 Tôi sợ bạn khác cười vào mặt tơi tơi nói tiếng Anh 16 Tôi sợ cô giáo gọi trả lời câu hỏi mà không chuẩn bị trước 17 Tôi sợ cô giáo sửa lỗi trước lớp Sợ thi 18 Càng ôn thi tiếng Anh kỹ cảm thấy run Thanks for your help v Appendix Survey Questionnaire (For teachers) This survey questionnaire is conducted to serve my study on “A study on anxiety in Speaking class of the 1st year non-English major students at Hung Yen University of Education and Technology” I would be grateful if you could provide accurate and frank answers, which will contribute much to the success of my research You can be sure that your name will no be identified in any data analysis Thank you in advance for your time and cooperation! A General information: Full name: Age: How long have you been teaching English? (years) B Now, please tick the answers that you choose Sometimes you can tick more than one answer for a question What are your difficulties in encouraging students to speak? a Large-size class b Student’s shyness c Students’ low proficiency of English d Lack of time e Others ……………………… In which stage of a speaking lesson you think necessary to encourage students? a The warm-up stage b The pre-speaking stage c The while-speaking stage d The post-speaking stage e All the above mentioned stages When your students are reluctant to speak, you… vi a get angry b get them to speak c encourage them to speak by asking them easier question and elicit the answer d let them sit down and not ask them again When some students keep making mistakes, you… a get angry b stop them to correct c pay no attention to the mistakes d keep silent until they finish their task, help them realize and correct the mistakes and encourage them to go on What you often to erase your students’ anxiety in the speaking lesson? a give the tasks in the textbook b give tasks in the text book let students speak and call them for marks c let students speak what they are interested in and nothing d give students interesting tasks and encourage them to speak What you often to create close relationship with your students in speaking lesson? a sit at the teacher’s desk to watch the whole class b stand at the front of the class near the black board c stand close to the students who tend to speak much d Walk around the class to give help In pairs or groups work activities, you often a Form pairs or groups of students at the same level b Let students choose pairs or group as they want c Form pairs or group of students sitting next to each others d Form pairs or group of students sitting next to each others and sometime let students change pairs or groups How often you use the following communicative teaching activities? (On each row tick a, b, c, d or e your choice) vii a Always b Often c Sometimes d Seldom c Never Provide repetition drill with word cues, pictures Provide guided dialogues Provide role plays Provide information gaps Provide free discussion and problem-solving How often you use the following techniques to motivate your students? (On each row tick a, b, c, d or e for your choice) a Always Individual work Pair work or group work Create interesting and appropriate topics Using game or visual aids b Often c Sometimes d Seldom c Never viii Appendix 3- Interview questions Bạn có phải người hay lo lắng khơng? Bạn có hay có cảm giác lo lắng lớp học ngoại ngữ không? Bạn thường có biểu cảm thấy lo lắng? ( tốt mồ hơi, tim đập nhanh, run, nói lắp, qn định nói, khơng nói được, hoa tay múa chân, …) Bạn có cảm thấy lo lắng hay căng thẳng học nói tiếng Anh lớp không? Nguyên nhân dẫn đến lo lắng bạn? Yếu tố chủ quan ảnh hưởng tới khả tham gia tích cực học nói bạn? ( sở thích, lòng tâm, mến phục giáo viên, khả năng, hay ý tưởng theo đuổi?) Bạn đánh vai trò giáo viên tiếng Anh học nói- người hướng dẫn, động viên, người bạn người giành quyền kiểm sốt lớp học tuyệt đối? Bạn có nhận xét quan hệ giáo viên sinh viên lớp học nói? Điều có ảnh hưởng tới khơng khí lớp học? Mỗi nói mắc lỗi, giáo viên bạn thường làm gì? Bạn cảm thấy bị sửa lỗi theo cách đó? Hoạt động nói theo hình thức làm cho bạn cảm thấy thoải mái/ căng thẳng nhất?( mình/ theo nhóm/ theo cặp/ hay với lớp) 10 Theo bạn, giáo viên thân bạn nên làm để giảm bớt căng thẳng mang lại không khí thư giãn hiệu tiết học nói? ix Appendix FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE ( Horwitz, Horwitz & Cope 1986) SA= Strongly agree A= Agree N= neither degree nor disagree D= Disagree SD= Strongly disagree I never feel quite sure of myself when I am speaking in my foreign language class I don’t worry about making mistakes in language class I tremble when I know that I’m going to be called on in language class It frightens me when I don’t understand what the teacher is saying in the foreign language classes It wouldn’t bother me at all to take more foreign language classes During language class, I find myself thinking about things that I have nothing to with the course I keep thinking that the other students are better at languages than I am I am usually at ease during tests in my language class I start to panic when I have to speak without preparation in language class 10 I worry about the consequences of failing my foreign lanaguage class 11 I don’t understand why some people get so upset over foreign language classes 12 In language class, I can get so nervous that I forget things I know 13 It embarrasses me to volunteer answers in my language class 14 It would not be nervous speaking the foreign language with native speakers 15 I get so upset when I don’t understand what the teachers is correcting 16 Even if I am well prepared for language class, I feel anxious about it 17 I often feel like not going to my language class x 18 I feel confident when I speak in foreign language class 19 I am afraid that my language teacher is ready to correct every mistake I make 20 I can feel my heart pounding when I’m going to be called on in language class 21 The more I study for a language test, the more confused I get 22 I don’t feel pressure to prepare very well for language class 23 I always feel that the other students speak the foreign language better than I 24 I feel very self self conscious about speaking the foreign language in front of other students 25 Language class moves so quickly I worry about getting left behind 26 I feel more tense and nervous in my language class than in my other classes 27 I get nervous and confused when I am speaking in my language class 28 When I am on my way to language class, I feel very sure and relaxed 29 I get nervous when I don’t understand every word the language teacher says 30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language 31 I am afraid that the other students will laugh at me when I speak the foreign language 32 I would probably feel comfortable around native speakers of the foreign language 33 I get nervous when the language teacher asks questions which I haven’t prepared in advance