An investigation into speaking-in-class anxiety of English-majored students: The case of the second-year students at the School of Foreign Languages, Thai Nguyen university

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -o0o TRẦN THỊ PHƯƠNG AN INVESTIGATION INTO SPEAKING-IN-CLASS ANXIETY OF ENGLISH-MAJORED STUDENTS: THE CASE OF THE SECOND-YEAR STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY Nghiên cứu lo lắng nói tiếng Anh lớp học sinh viên chuyên Anh: Trường hợp sinh viên năm thứ hai khoa Ngoại Ngữ, Đại học Thái Nguyên M.A MAJOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE : 60140111 Hanoi, 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -o0o TRẦN THỊ PHƯƠNG AN INVESTIGATION INTO SPEAKING-IN-CLASS ANXIETY OF ENGLISH-MAJORED STUDENTS: THE CASE OF THE SECOND-YEAR STUDENTS AT THE SCHOOL OF FOREIGN LANGUAGES, THAI NGUYEN UNIVERSITY Nghiên cứu lo lắng nói tiếng Anh lớp học sinh viên chuyên Anh: Trường hợp sinh viên năm thứ hai khoa Ngoại Ngữ, Đại học Thái Nguyên M.A MAJOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE : 60140111 SUPERVISOR: Assoc Prof Dr NGUYỄN PHƯƠNG NGA Hanoi, 2016 DECLARATION I hereby declare that this thesis entiled “An Investigation into Speakingin-Class Anxiety of English-Majored students: The Case of the Second-year Students at the School of Foreign Languages, Thai Nguyen University” submitted in partial fulfillment of the requirements for the Degree of Master of Arts is the results of my own work and that this thesis does not contain material which has been accepted for the award of any degree or diploma in any university, nor does it contain material previously published or written by any other person, except where due reference is made in the text of the thesis I agree that the origin of my thesis deposited in the library can be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan and reproduction of the paper Hanoi, December 2016 Signature Tran Thi Phuong i ACKNOWLEDGEMENTS I owe many great thanks to so many people who have supported me all the way throughout my study to this final achievement First of all, I would like to express my special thank to my supervisor, Assoc Prof Dr Nguyen Phuong Nga, for her wholehearted guidance, valuable suggestions and academic advice during the course of writing this thesis, without which this work would hardly have been accomplished I would also like to send my sincere thanks to all lecturers at PostGraduate Studies Department, ULIS – VNU who gave me interesting lessons and comprehensive knowledge I also wish to send my deep appreciation to my colleagues and students at English Department, School of Foreign Languages, Thai Nguyen University who have encouraged me and helped me with the research data Last, to my family, words are not enough to express my gratitude I am grateful to my parents, my husband, my little daughter Without their help and encouragement, I could not have completed this study Hanoi, December 2016 Signature Tran Thi Phuong ii ABSTRACT Feeling of anxiety, apprehension and nervousness are commonly expressed in a language classroom by second/ foreign language learners when learning to speak These feelings are considered to affect learners‟ speaking performance The present study was conducted with the aim to 1) investigate levels of in-class speaking anxiety experienced by the second-year Englishmajored students at the School of Foreign Languages, Thai Nguyen university, 2) find out the types of in-class speaking activities that provoke or reduce students‟ in-class speaking anxiety, and 3) examine what teachers‟ behaviors and characteristics can reduce students‟ anxiety The research subjects were 101 SFL students majoring in English in the two programs, namely English Education Program and English Language Program A multi-part survey questionaire was employed to collect the data The simple descriptive statistics, namely frequency, percentage were used to analyze the data The findings revealed that the students‟ anxiety about speaking English in classroom, on the whole, was at the high level In addition, among the three categories of language anxiety, namely communication apprehension, test anxiety, and fear of negative evaluation, it was found that the subjects of the present study reported fear of negative evaluation and communication apprehension as the main cause of speaking anxiety The findings also showed that the activities with high self-exposure requirement; namely, make an oral presentation or skit in front of the class, role play spontaneously in front of the class, or speak in front of the class were the most anxiety-evoking to students On the other hand, those activities gave students a chance to work in pairs or in groups; especially in class games caused the least anxiety to them iii Regarding the teachers‟ behaviors and characteristics, the findings showed that the students would feel less anxious if the teacher is patient and friendly, has a sense of humor, makes students feel comfortable In addition, teachers‟ appropriate teaching practices on class management and error correction are reported to effectively reduce student‟s anxiety and so create a comfortable learning atmosphere in classroom Finally, the pedagogical implications of these findings for understanding second/foreign language anxiety for enhancing learners‟ communication abilities in the target langage were discussed, as are suggestions for future research iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS v LIST OF TABLES vii LIST OF FIGURES viii LIST OF ABBREVIATIONS ix PART A: INTRODUCTION 1 Rationale of the study Aims and objectives of the study 3 Scope of the study Significance of the study Methodology Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of anxiety 1.2 Types of anxiety 1.3 Foreign language anxiety 10 1.3.1 Definition of foreign language anxiety 10 1.3.2 Models of foreign language anxiety 11 1.3.3 Manifestation of foreign language anxiety 16 1.3.4 Measurement of foreign language anxiety 18 1.4 Foreign language speaking anxiety 20 1.4.1 Definition of foreign language speaking anxiety 20 1.4.2 Speaking as a source of anxiety 20 v 1.4.3 Other sources of foreign language speaking anxiety 23 1.4.4 Ways of creating a low-anxiety classroom 28 1.5 A review of previous studies on speaking-in-class anxiety 32 CHAPTER 2: METHODOLOGY 37 2.1 Context of the study 37 2.2 Participants of the study 38 2.3 Instruments 38 2.4 Data collection procedures 40 2.5 Data analysis 41 CHAPTER 3: RESULTS AND DISCUSSION 43 3.1 In-class English speaking anxiety 43 3.1.1 Overall of students‟ responses to in-class speaking anxiety 43 3.1.2 In-class speaking anxiety categories 50 3.2 Anxiety towards in-class activities 58 3.3 Teachers‟ characteristics and techniques related to anxiety reduction 64 PART C: CONCLUSION 69 Summary of the research findings 69 Implications 70 Limitations of the study and suggestions for further research 71 REFERENCES 73 APPENDIX I vi LIST OF TABLES Table 3.1 Students‟ responses to ICESA scale 43 Table 3.2 Students‟ level of in-class speaking anxiety 48 Table 3.3 Top causes of in-class speaking anxiety 49 Table 3.4 Students‟ fear of negative evaluation 51 Table 3.5 Students‟ communication apprehension 52 Table 3.6 Students‟ test anxiety 56 Table 3.7 In-class speaking activities 58 Table 3.8 In-class speaking activities with high anxiety 62 Table 3.9 In-class speaking activities with low anxiety 63 Table 3.10 Students‟ perceptions of teachers‟ behaviors and characteristics 65 vii LIST OF FIGURES Figure 3.1 SFL students‟ perceived anxiety 49 Figure 3.2 Categories of in-class speaking anxiety 57 Figure 3.3 SFL students‟ perceptions of 17 in-class activities 61 viii 11 Cheng, Y., Horwitz, E K., & Schallert, D L (1999) Language Anxiety: Differentiating Writing and Speaking Components Language Learning, 49(3), 417-446 12 Cheng, Y (2002) Factors Associated with Foreign Language Writing Anxiety Foreign Language Annals, 35(6), 647-656 13 Clement, R., Gardner, R C., & Smythe, P C (1977) Motivational Variables in Second Language Acquisition: A Study of Francophones Learning English Canadian Journal of Behavioural Science, 9, 123-133 14 Crookal, D & Oxford, R Dealing with Anxiety: Some Practical Activities for Language Learners and Teacher Trainees In Horwitz, E K., & Young, D J., (1991) Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall 15 Dewaele, J M., Petrides, K V., & Furnham, A (2008) Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation Language Learning, 58(4), 911-960 16 Deyuan, H (2011) Foreign Language Speaking Anxiety: An Investigation of Non-English Majors in Mainland China Unpublished 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A reply to Sparks and Ganschow The Modern Language Journal, 79, 90-99 34 Mak, B (2011) An Exploration of Speaking-in-Class Anxiety with Chinese ESL Learners System, 39(2011), 202-214 35 Muchnick, A G., & Wolfe, D E (1982) Attitudes and Motivations of American Students of Spanish Canadian Modern Language Review, 38, 262-281 36 Nguyen, T T H (2014) An Investigation into Factors Causing the Non-English-Mjor Freshmen’ s Anxiety in Speaking at Broadcasting College I, Phu Ly City, Ha Nam Province Unpublished master‟s thesis Vietnam National University, Hanoi 37 Nunan, D (1992) Research Methods in Language Learning Cambridge: Cambridge University Press 76 38 Onwuegbuzie, A J., Bailey, P., & Daley, C E (1999) Relationships between Anxiety and Achievement at Three Stages of Learning a Foreign Language Perceptual and Motor Skills, 88(3), 1085-1093 39 Ozturk, G & Gurbuz, N (2014) Speaking Anxiety among Turkish EFL Learners: The Case at a State University Journal of Language and Linguistic Studies, 10(1), 1-17 40 Pawlak, M et al (2015) Issues in Teaching, Learning and Testing Speaking in a Second Language Switzerland: Springer Science & Business Media 41 Peacock, M (1999) Beliefs about Language Learning and their Relationship to Proficiency International Journal of Applied Linguistics, 9(2), 247-265 42 Phillips, E M (1992) The Effects of Language Anxiety on Students' Oral test Performance and Attitudes The Modern Language Journal, 76(1), 14-26 43 Rachman, S (2004) Anxiety (2nd edition) Canada: Psychology Press 44 Richards, J C & Schmidt, R (2010) Longman Dictionary of Language Teaching and Applied Linguistics (4th edition) United Kingdom: Pearson Education Limited 45 Saito, Y., Horwitz, E K., & Garza, T J (1999) Foreign Language Reading Anxiety TheModern Language Journal, 83(2), 202-218 46 Salem, A A M S & Dyiar, M A A (2014) The Relationship between Speaking Anxiety and Oral Fluency of Special Education Arab Learners of English Asian Social Science, 10(12), 170-176 47 Samimy, K K., & Rardin, J P (1994) Adult Language Learners' Affective Reactions to Community Language Learning: A Descriptive Study Foreign Language Annals,27(3), 377-390 77 48 Scovel, T (1978) The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research Language Learning, 28(1), 129-142 49 Sellers, V D (2000) Anxiety and Reading Comprehension in Spanish as a Foreign Language Foreign Language Annals 33(5) 512-520 50 Shumin, K (1997) Factors to Consider: Developing Adult EFL Students‟ Speaking Abilities English Teaching Forum, 35(3), 8-13 51 Spielberger, C D., Gorsuch, R L., & Lushene, R E (1970) The StateTrait Anxiety Inventory: Test Manual for Form X Palo Alto, Calif: Consulting Psychologists Press 52 Spielberger, C D (1966) Anxiety and Behavior Academic Press P.12 Retrieved April 20, 2016 from https://books.google.com.vn/books?id=45pGBQAAQBAJ&pg=PA381 &lpg=PA381&dq=The+effects+of+anxiety+on+complex+learning+and +academic+achievement&source=bl&ots=C21dTVkuf2&sig=VaKqpK0 GjBwmuFCtDzIXYmhtv1s&hl=vi&sa=X&redir_esc=y#v=onepage&q= The%20effects%20of%20anxiety%20on%20complex%20learning%20a nd%20academic%20achievement&f=false 53 Spielberger, C.D., & Rickman, R L (1990) Assessment of State and Trait Anxiety in Cardiovascular Disorders Anxiety and the Heart New York: Taylor & Francis 54 Takayuki, N (2008) Going Green – Can it Help Foreign Language Learning ProQuest 55 Tanveer, M (2007) Investigation of the Factors that Cause Language Anxiety for ESL/EFL Learners in Learning Speaking Skills and the Influence it Casts on Communication in the Target Language Unpublished Master's Thesis Faculty of Education, university of Glasgow, United Kingdom 78 56 Tran, T T T, Moni, K & Richard, B B J (2012) Foreign Language Anxiety and its Effects on Students‟ Determination to Study English: To Abandon or not to Abandon? TESOL as a Global Trade: Ethics, Equity and Ecology, Special Edition S3 57 Tran, T T T, Moni, K & Richard, B B J (2013) Foreign Language Anxiety: Understanding Its Sources and Effects from Insiders‟ Perspectives The Journal of ASIA TEFL, 10(1), 95-131 58 Tran, T T T & Moni, K (2015) Management of Foreign Language Anxiety: Insiders‟ Awareness and Experiences Cogent Education, 2, 120 59 Tsui, A B M (1996) Reticence and Anxiety in Second Language Learning In K M Bailey & D Nunan (Eds.) Voices from the language classroom: Qualitativeresearch in Second Language Education Cambridge: Cambridge University Press 60 Woodrow, L (2006) Anxiety and Speaking English as a Second Language Regional Language Centre Journal, 37(3), 308-328 61 Wu, C P & Lin, H J (2016) Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLS) with Limited English Proficiency (LEP) English Language Teaching, 9(9), 52-63 62 Young, D J (1990) An Investigation of students‟ perspectives on anxiety and speaking Foreign Language Annals, 23(6), 539-553 63 Young, D J (1991) Creating a Low-Anxiety Classroom Environment: What does Language Anxiety Research Suggest? The Modern Language Journal, 75(4), 426-439 64 Young, D J (1992) Language Anxiety from the Foreign Language Specialist's Perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin Foreign Language Annals, 25(2), 157-172 79 APPENDIX THE ADAPTED ENGLISH SPEAKING-IN-CLASS ANXIETY SCALES Item FLCAS by Horwitz, Horwitz, No and Cope (1986) In-Class English Speaking Anxiety Scale used in the present study I never feel quite sure of myself I never have self-confidence when I am speaking in my foreign when speaking English in class language class I don‟t worry about making I don’t worry about making mistakes in language class mistakes when speaking English in class I always feel that the other students I always feel that the other speak the foreign language better students speak English better than I than I I am afraid that the other students I am afraid that the other will laugh at me when I speak the students will laugh at me when I foreign language speak English I tremble when I know that I‟m I tend to tremble when called to going to be called on in language answer the question in class class It wouldn‟t bother me at all to take I wouldn’t bother me to take more foreign language classes extra English speaking classes It embarrasses me to volunteer I feel embarrassed to volunteer answers in my language class answers in my English class I I feel very self-conscious about I feel uncomfortable when speaking the foreign language in speaking English in front of my front of other students classmates I worry about the consequences of I failing my foreign language class always worry consequences of about the failing my English class 10 Language class moves so quickly I I feel that my English-speaking worry about getting left behind class moves very quickly and I am afraid of getting left behind 11 I start to panic when I have to I get worried when I have to speak without preparation in speak language class 12 English without prior preparation in class In language class, I can get so When I feel nervous, I tend to nervous I forget things I know forget what I have intended to speak 13 I can feel my heart pounding when I always feel my heart pounding I‟m going to be called on in when I’m going to be called on language class 14 in English class I get nervous and confused when I I tend to get nervous and am speaking in my language class confused when doing speaking tasks in class 15 I get nervous when the language I tend to get nervous when asked teacher asks questions haven‟t prepared that I to answer questions in prior preparation advance II without 16 I am afraid that my language While having an English- teacher is ready to correct every speaking test I am afraid that my mistake I made English teacher will correct every mistake I make 17 I am usually at ease during tests in I usually feel relaxed while my language class 18 having an English-speaking test The more I study for a language The more I study for the English test, the more confused I get 19 test, the more confused I get It frightens me when I don‟t I am frightened when I don’t understand what the teacher is understand what the teacher is saying in the foreign saying in English language 20 Even if I am well prepared for Even if I am well prepared for language class, I feel anxious English class, I feel anxious about it 21 about it I often feel like not going to my I don’t like my English speaking language class 22 classes I feel more tense and nervous in I feel more tense and nervous in my language class than in my other my English speaking class than classes in my other classes III APPENDIX SURVEY QUESTIONNAIRE Dear students, This survey questionnaire is designed for my research into Speaking-inClass Anxiety of the secondyear students majoring in English at School of Foreign Languages, Thai Nguyen University Your assistance in responding to the following questions is highly appreciated All the information provided by you is solely for the study purpose and you can be confident that you will not be identified in any discussion of the data PART 1: IN-CLASS ENGLISH SPEAKING ANXIETY SCALE The following items are about identifying the anxiety level students have in the English speaking class There is no wrong or right answer Please read the items carefully and circle the number corresponding to the degree of your agreement or disagreement The options stand for: = Strongly Disagree, = Disagree, = Neither disagree nor agree, = Agree, = Strongly Agree Item Items No Opinions Communication Apprehension I never have self-confidence when speaking English inclass I tend to tremble when called to answer the question in class 4 3 4 5 1 2 5 I wouldn‟t bother me to take extra English speaking classes IV 5 10 11 12 13 14 15 I feel uncomfortable when speaking English in front of my classmates I get worried when I have to speak English without prior preparation in class When I feel nervous, I tend to forget what I have intended to speak I always feel my heart pounding when I‟m going to be called on in English class I tend to get nervous and confused when doing speaking tasks in class I tend to get nervous when asked to answer questions without prior preparation I am frightened when I don‟t understand what the teacher is saying in English Even if I am well prepared for English class, I feel anxious about it I don‟t like my English speaking classes I feel more tense and nervous in my English speaking class than in my other classes I feel nervous to speak English no matter how difficult or easy a speaking task is Whether I will be worried in English class or not depends on the difficulty of the task assigned I feel bad about my speaking ability when 16 speaking in the English class because my English is not good 17 18 I feel uncomfortable speaking English in class even though I have good preparation I dislike participating in pairwork and group V 1 3 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 5 4 5 5 discussions in speaking class 5 4 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 5 3 4 5 1 2 5 4 4 3 4 5 1 2 5 4 I am tense and nervous using English in 19 pairwork and group discussions in speaking class 20 Using English in a pairwork and group discussion with unfamiliar students makes me tense and nervous Test Anxiety 21 While having an English-speaking test I am afraid that my English teacher will correct every mistake I make 22 23 24 I usually feel relaxed while having an Englishspeaking test The more I study for the English test, the more confused I get I not worry about making mistakes when having a speaking English test Fear of Negative Evaluation 25 26 27 28 29 30 I don‟t worry about making mistakes when speaking English I always feel that the other students speak English better than I I am afraid that the other students will laugh at me when I speak English I feel embarrassed to volunteer answers in my English class I always worry about the consequences of failing my English class I feel that my English-speaking class moves very quickly and I am afraid of getting left behind VI 5 PART 2: SPEAKING ANXIETY TOWARDS IN-CLASS ACTIVITIES Below are a series of descriptions related to in-class English speaking activities Please read the items carefully and circle the number that matches with your feelings The options stand for: = Very Relaxed; = Moderately Relaxed; = Neither Relaxed Nor Anxious; = Moderately Anxious; = Very Anxious Activity Activity types Opinions No Work in groups of or 4 Compete in class games by teams Open discussion based on volunteer participation Speak individually with the teacher in the class Repeat as a class after the teacher Listen to teacher‟s questions and respond individually Role play a situation spontaneously in front of the class Do speaking exercises in the book individually Repeat individually after the teacher 10 Read orally in class 11 Interview each other in pairs 12 Work in groups of two and prepare a skit 13 Role play a situation 14 Present a prepared dialogue in front of the class 15 Speak in front of the class 16 Work on projects (i.e., newspapers, filmstrips, photo albums) 17 Make an oral presentation or skit in front of the class VII PART 3: TEACHER’S BEHAVIOR AND CHARACTERISTICS Below are a series of descriptions related to English teachers’ behaviors and characteristics Put a tick in the box next to the descriptions that you think useful to decrease your anxiety in English speaking class You can tick more than one item in the list What teacher’s behaviors and characteristics you think are useful to decrease your anxiety in English speaking classroom? Teacher compliments students  Students can volunteer answers  Students are not called on to provide responses  Teacher corrects your errors in front of the class  Teacher tries to fail students by using difficult tests  Teacher makes students feel comfortable  Teacher says that he/she is not going to fail the students  Teacher is patient  Teacher creates casual atmosphere in the classroom  10 Teacher says that he/she will fail you if you not study hard  11 Teacher‟s manner of correction is not harsh  12 Teacher is rigid and never smiles in class  13 Teacher has a good sense of humor  14 Teacher overreacts students‟ errors  15 Teacher is very friendly  16 Teacher has attitude that mistakes are no big deal when learning  English 17 Teacher‟s manner is relaxed  18 Teacher often gives students a quiz without notice  VIII 19 Teacher does not make you feel stupid when you make a mistake  20 Teacher scolds students  21 Teacher says that you will have no future if you don‟t have good  English 22 Teacher encourages students to speak English  23 Teacher has attitude that mistakes are made by everyone when  learning English 24 Teacher understands students  25 Teacher assigns pairwork in English speaking class  26 Teacher assigns groupwork in English speaking class  27 Teacher calls students equally  28 Teacher assigns many tasks for students to practice speaking in  class 29 Teacher gives students time to think about the question before  calling students to answer  30 Teacher explains materials well 31 Others: Thank you very much for your cooperation IX