The impact of anxiety on the 10th grade students’oral performance at ham long upper secondary school in bac ninh a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* ĐỖ THỊ THÙY TRANG THE IMPACT OF ANXIETY ON THE 10TH GRADE STUDENTS’ ORAL PERFORMANCE AT HAM LONG UPPER-SECONDARY SCHOOL IN BAC NINH: A CASE STUDY (Nghiên cứu ảnh hưởng lo lắng tới việc học nói học sinh lớp 10 trường THPT Hàm Long, Bắc Ninh) M.A MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 60140111 HA NOI – 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* ĐỖ THỊ THÙY TRANG THE IMPACT OF ANXIETY ON THE 10TH GRADE STUDENTS’ ORAL PERFORMANCE AT HAM LONG UPPER-SECONDARY SCHOOL IN BAC NINH: A CASE STUDY (Nghiên cứu ảnh hưởng lo lắng tới việc học nói học sinh lớp 10 trường THPT Hàm Long, Bắc Ninh) M.A MINOR PROGRAMME THESIS FIELD : ENGLISH TEACHING METHODOLOGY CODE : 60140111 SUPERVISOR : Assoc.prof Dr NGUYỄN XUÂN THƠM HA NOI – 2015 DECLARATION Do Thi Thuy Trang, hereby certify that this M.A thesis entitled “The impact of anxiety on the 10th grade students‟ oral performance at Ham Long upper-secondary in Bac Ninh: A case study” is the result of my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I commit that this thesis has not been submitted anywhere for any degree Hanoi, 2015 Đỗ Thị Thùy Trang i ACKNOWLEDGEMENTS My deep and sincere gratitude is due to my supervisor Assoc.Prof.Dr Nguyen Xuan Thom, for his valuable direction and assistance I would like to take this opportunity to express my most sincere thanks to all students and teachers at Ham Long upper-secondary School in Bac Ninh who took part in the study My profound thanks are also extended for all interesting and useful lectures and the staff of Faculty of Post Graduate Studies at University of Languages and International Studies, Hanoi I wish to express my special regards to my family for their encouragement during my study ii ABSTRACT Foreign language anxiety is considered an obtacle that most learners encounter It is showed more clearly in speaking skill learning process Therefore, the aim of this study is to examine speaking anxiety of the 10th grade students at Ham-Long upper Secondary School in Bac Ninh Province Specifically, it aims to explore relationship between anxiety and students „oral performance as well as the impact of anxiety on students‟ oral performance, and speaking activities cause high anxiety among them The study depends on two main data gathering tools: survey questionnaire and classroom observations These instruments are to achieve the purpose of the study The subjects involved in the study were 80 students in two classes They participated in the survey questionnaire Furthermore, five teachers of English also joined the study in order to help the researcher better in this research It was induced that most learners tend to be anxious in learning speaking skill rather than the other skills with different causes The relationship between anxiety and students‟oral performance was negative Anxiety effects on learners‟ self-confidence and self-perception Communication apprehension, in addition, is regarded as the main source of anxiety Moreover, among speaking activities used in class, the students felt the most anxious when presenting individually Based on the findings, some suggestions were given to both students and teachers to cooperate to improve speaking skill and reduce anxiety among students iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES, CHARTS, AND TABLES vii PART A: INTRODUCTION 1 Rationale Objectives of the study Research questions Significance of the study 4.1 Theoretical aspect 4.2 Practical aspect Scope of the study Method of the study The design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 The nature of speaking skill 1.1.1 Definition of speaking 1.1.2 The importance of speaking skill 1.1.3 Speaking activities in classroom and successful learning 1.2 Overview of anxiety 1.2.1 In terms of psychology 1.2.1.1 Definition of anxiety 1.2.1.2 Types of anxiety 1.2.2 In terms of learning speaking activities 10 1.2.2.1 Foreign language anxiety 10 1.2.2.2 Speaking anxiety 11 1.2.2.3.The relationship between anxiety and foreign language oral proficiency 12 1.3 Previous studies related to speaking anxiety 13 iv 1.4 Summary 15 CHAPTER 2: METHODOLOGY 16 2.1 General method 16 2.1.1 Quantitative and qualitative method 16 2.1.2 Case study 16 2.2 Setting of the study 17 2.2.1 The context 17 2.2.2 Student participants 17 2.2.3 Teacher participants 18 2.3 Data gathering instruments 18 2.3.1 The questionnaires for students: 18 2.3.3 Class observation 19 2.4 Data collection and analysis procedure 19 2.5 Summary 19 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 20 3.1 Analysis of the questionnaires for students and class observations 20 3.1.1 The importance of speaking skill 20 3.1.1.1 Students‟ perception on the importance of speaking skill 20 3.1.1.2 Students‟ interest degree in speaking lessons 21 3.1.2 Students‟ general opinion about anxiety 22 3.1.2.1 Students‟ opinion about anxiety in English communicative skills 22 3.1.2.2 The degree of agreement about anxiety in students‟ oral performance 23 3.1.3 Causes of anxiety in speaking lessons 24 3.1.4 Activities causing high and low anxiety in speaking class 26 3.1.4.1 Common activities used in speaking class 26 3.1.4.2 Speaking activity making students the most and the least anxious 27 3.1.4.3 Students‟ preference towards speaking activities 29 3.1.5 The impact of anxiety on students‟ speaking performance 30 3.2 Analysis of the questionnaire for teachers 35 3.3 summary 37 PART C: CONCLUSION 38 Summary of the findings 38 v 1.1 Anxiety and students‟ oral performance have the negative relationship with each other 38 1.2 Speaking activities have effects on the degree of anxiety among students 38 1.3 Anxiety has effects on students‟ self-confidence and self-perception 39 1.4 Communication Apprehension as the main source of anxiety 40 Implications 40 Limitations 41 Recommendations for further study 42 Conclusion 42 References 43 APPENDIX I APPENDIX IV APPENDIX VII APPENDIX VIII APPENDIX IX vi LIST OF FIGURES, CHARTS, AND TABLES Figure 0.1: Students’ perception on the importance of speaking skill 20 Figure 0.2: Students’ interest degree in speaking lessons 21 Figure 0.3: Students’ opinion about anxiety in English communicative skills 22 Figure 0.4:The degree of agreement about anxiety in students’ oral performance 23 Figure 0.5: Students’ preference towards speaking activities 29 Table 0.1: Causes of anxiety in speaking lessons 24 Table 0.2: The frequency of using speaking activities 26 Table 0.3: The impact of anxiety on students’ speaking performance 31 Table 0.4: The frequency of creating relaxing atmosphere 35 Table 0.5: Challenges the teachers face in teaching speaking 35 Table 0.6: The relationship between the teachers and students 36 Table 0.7: The frequency of interacting between teachers and students 36 Chart 0.1: Common activities used in speaking class 26 Chart 0.2: Speaking activity making students the most and the least anxious 27 vii PART A: INTRODUCTION In this part, the rationale of the study, the objectives, the research questions, the significance, the scope, and the method of the study will be presented Rationale As we know there are many ways used to communicate such as verbal language, body language, gestures and signals However, it is undeniable that verbal language is the most effective method for communication For that reason, communication skills in which speaking skill is a big part of learning any languages because “of the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important” (Ur, 2000: 120) It is not unusual for us to speak our mother tongue language fluently without obstacles since it is the language we have digested naturally; However, learning to speak a foreign language in general and English in particular is a big challenge with most students at schools throughout Vietnam Learners may be good at learning other skills but it comes to learning to speak a foreign language, they claim to have a mental clock against it As a teacher of English for eight years, I find most of my students have problems in speaking lessons because they usually learn English as a compulsory subject to pass the tests/exams which focus mainly on grammar, vocabulary in paper test based form As a result, they easily become speechless in their oral performance or they are reluctant to take part in speaking activities although they may be good at other skills It is not a surprising reaction as “the quality of learning engagement in the classroom does not depend on students‟ cognitive abilities alone, but is also influenced by complex motivational and affective factors.” (Kubanyiova, 2006) (quoted from Celebi, 2009: 1) The feelings such as shyness, stress or anxiety may be encountered during speaking practice Consequently, they are big obstacles for developing students‟ speaking ability Anxiety is one of the most negative barriers that prevent students from successfully learning to speak English It can be understood that a student with anxiety as “an individual who perceives the second/foreign language as an APPENDIX PHIẾU ĐIỀU TRA CHO HỌC SINH Xin chào em! Nhằm mục đích nghiên cứu luận văn thạc sĩ với tên đề tài “Nghiên cứu ảnh hưởng lo lắng tới việc học nói học sinh lớp 10 trường THPT Hàm Long- Bắc Ninh”, cô thiết kế bảng câu hỏi để thu thập thông tin Tất thông tin em đưa nhằm mục đích nghiên cứu, hi vọng giúp đỡ em cách trả lời câu hỏi thật thẳng thắn với suy nghĩ em Cảm ơn hợp tác em! Phần A: mức độ quan trọng kĩ nói Tiếng Anh học sinh Câu1: Theo quan điểm em, học kĩ nói Tiếng Anh có tầm quan trọng nào? A.Rất quan trọng B Khá quan trọng C Ít quan trọng D Khơng quan trọng Câu 2: Em có hứng thú với học nói Tiếng Anh lớp hay khơng? A.Rất hứng thú B Hứng thú C Không hứng thú D Không hứng thú chút Phần B: Quan điểm học sinh lo lắng nói nguyên nhân Câu 3: Kĩ mà em thấy căng thẳng lo lắng học? A.Nghe B Nói C Đọc D Viết Câu 4: Em có đồng ý lo lắng cản trở việc em nói tiếng Anh? A.Hồn tồn đồng ý B Đồng ý C Khơng đồng ý D Hồn tồn khơng đồng ý Câu 5: Em có thường cảm thấy căng thẳng lo lắng học nói khơng? A.Ln B Thường thường C Thỉnh thoảng D Hiếm E Không Câu 6: Yếu tố gây lo lắng cho em học nói Tiếng Anh? (có thể lựa chọn đáp án) A: Khơng có động lực B Thiếu tự tin C.Vốn từ vựng, ngữ pháp I D Thiếu chuẩn bị E.Sợ tâm điểm ý F Khơng có khả trình bày ý kiến, quan điểm G Quá nhiều qui tắc cần phải học nói Tiếng Anh H Khác ………………………………………………………………………………………… …………………………………………………………………………………… Phần C: Các hoạt động gây lo lắng nói Câu 7: Hoạt động nói thường sử dụng học nói em? (ở lớp giáo hay cho em sử dụng hoạt động nói cô giáo em thường sử dụng hoạt động khác nhau, em khoanh đáp án) A.Theo nhóm E Khác: B.Theo cặp C Cá nhân D Cả lớp ……………………………… Câu 8: Mức độ sử dụng hoạt động nói học nói Tiếng Anh em Hãy tích vào lựa chọn với em Nội dung Luôn Thường Thỉnh Hiếm Không xuyên thoảng 1.Theo nhóm Theo cặp Cá nhân Cả lớp 5* Hoạt động nói khác *Nếu có hoạt động nói khác diễn lớp em, em ghi thêm vào sau tích vào lựa chọn cho phù hợp Câu 9: Hoạt động nói làm em cảm thấy lo lắng học nói? Hãy nêu lí cho lựa chọn em A.Theo nhóm E Khác: B.Theo cặp C Cá nhân D Cả lớp ……………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… II Câu 10: Hoạt động nói em thấy thích giở học nói? Em đưa lí chi tiết cho lựa chon em A.Theo nhóm B Theo cặp C Cá nhân D Cả lớp E Khác …………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Phần D: Ảnh hưởng lo lắng tới việc nói học sinh Câu 11: Em đồng ý với lựa chọn sau nào? Hãy tích vào lựa chọn em Nội dung Hoàn toàn đồng ý Đồng ý Khơng Hồn đồng ý tồn khơng đồng ý 1.Em lo lắng nói Tiếng Anh trước lớp Chủ đề học nói khó, làm em lo lắng Em thấy lo lắng cô giáo sửa lỗi cho em em nói sau em trình bày nói Em lo lắng cô giáo gọi em đứng lên trả lời câu hỏi lớp Em lo lắng không hiểu giáo hỏi Mỗi phạm lỗi, em thấy lo lắng bạn cười em Em lo lắng bạn lớp nói Tiếng Anh tốt em luyện tập thường xuyên chuẩn bị cẩn thận trước đến học nói Tiếng Anh giúp em bớt căng thẳng lo lắng III APPENDIX QUESTIONNAIRE FOR STUDENTS Dear students, This questionnaire is designed and conducted to gather information for the research of my M.A thesis entitled “The impact of anxiety on the 10th grade students‟ oral performance at Ham Long Upper Secondary School in Bac Ninh: A case study” Your answers are crucial and highly appreciated by the researchers All the information provided by you for these below questions is to be used for the research purpose only; therefore, please answer these questions as accurately and frankly as possible Section A: Degree of the speaking skill’s importance Question 1: In your opinion, how important is speaking skill? A Very important B Rather important C Little important D Not at all Question 2: Do you enjoy your speaking lesson in class?  Totally enjoy B Enjoy C Little enjoy D Not at all Section B: students’ general opinion and cause of speaking anxiety Question 3: Which communicative skill you find the most tense and nervous? A Listening B Speaking C Reading D Writing Question 4: Do you agree that anxiety is one of your obstacles in your oral performance? A Strongly agree B Agree C Disagree D Strongly disagree Question 5: How often you feel anxious in speaking class? A Always B Usually C Sometimes D Rarely E Never Question 6: Which of the following makes you anxious in your speaking class? (you can choose more than one answer or give your own opinion) A Lack of motivation B Lack of self-confidence C Lack of vocabulary and grammar D Lack of preparation E Fear of being focus of attention IV F Inability to express opinions or ideas G Numerous rules I have to learn to speak English H Others ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Section C: Activities causing high anxiety in speaking class Question 7: What is/are the most common speaking activity/activities used in your class? A Group-work B Pair-work C Individual work D Whole class work E Others………………………………… Question 8: How often you have to work with these following speaking activities in your every speaking lesson? items Always sometimes rarely never I have to work in group in my speaking class I have to work in pair in my speaking class I have to work in individual in my speaking class I have to work in whole class in my speaking class 5*.Others *If there are any other speaking activities, please write down and then tick the frequency Question 9: Which of the following activity above makes you the most anxious? Give your reason A Group-work B Pair-work C Individual work D Whole class work E Others………………………………… V Question 10: what kind of activity you prefer in your speaking class? Give your reason A Group-work B Pair-work C Individual work D Whole class work E Others………… Section D: The impact of speaking anxiety on students Question 11: How you agree with these statements? Put the tick on the column that state your point of view Items Strongly agree agree I get nervous when speaking in front of the class The more difficult the speaking topic lesson is, the more confused I get I am anxious when my teacher corrects my mistakes in the middle or at the end of my speaking I feel anxious when I am called to answer my teacher‟s questions in the classroom I feel anxious when I don‟t understand my teacher‟s question I feel anxious when my classmates mock on my mistakes I am worried if my classmates speak English better than me Practice and carefully prepare the lessons before speaking classes help me reduce tense and anxiety? VI disagree Strongly disagree APPENDIX QUESTIONNAIRE FOR THE TEACHERS Question 1: Do you ever try to create relaxing atmosphere in your classroom? A Yes B sometimes C Rarely D never Question 2: What are your challenges you face in teaching speaking? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… Question 3: what type of relationship exists between you and your students? A Very good B neutral C bad Question 4: Do you ever talk to your students about their speaking problems? A Yes B sometimes C rarely D never Question 5: Do you think that many students face with anxiety feeling when you correct their speaking mistakes? A Yes B No Question 6: How you know your students are nervous? ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Question 7: Do you think anxiety facilitates or inhibits students’ learning speaking? Why? A Facilitate B inhibit ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………… Question 8: Do you think students need to be helped with their speaking skill? Why? A Yes B ………………………………………………………………………………………… …………………………………………………………………………………… VII APPENDIX OBSERVATION CHECKLIST Objective: to check students’ behaviors in speaking English class that can be identified as their signs of anxiety Items 1.Feeling trembled when being called by the teacher 2.Getting nervous when speaking in front of the whole class 3.Becoming frightened for not understanding what the teacher is saying 4.Getting worried when making mistakes 5.Getting afraid when the teacher corrects mistakes 6.Feeing embarrassed when classmate(s) mock on him/her while speaking 7.Beginning to feel panic when the teacher asks something that he/she doesn’t know 8.Feeling insecure to volunteer to answer the teacher’s questions 9.Not remembering things that he/she was already taught when being asked by the teacher VIII APPENDIX CLASS OBSERVATION NOTE CLASS OBSERVATION Date of observation: 3/3/2015 Class: 10H2 Lesson: Unit 12: Music - Speaking Duration: 45’ Name of the teacher: Lê Thị Thủy Number of students present: 39/39 Task whole class work Pair work T & Sts’ activity comments -T showed some pictures about students seemed famous singers around the world enthusiastically and their names She asked students to match the pictures and their correct names After some minutes, she asked the whole class to give the answers T asked sts to read the passage (p 126) and then work in pair to ask and answer the questions given in the book to participate Lan seemed to hesitate to stand up and her face bended down as shyness; in contrast, Hường didn‟t The second pair was also met problems when presenting, even their faces turned red obviously When two students were presenting, they mispronounced “favorite” word -> others seemed not to react but sat silently and passively group work The teacher asked students to The classroom atmosphere was work in groups of four quite active They discussed their favorite kind(s) of music and gave the reason(s) for their choice (some useful adjectives had been given in advanced) During the groups‟ discussions, Mrs Thuy walked round to support them and ask IX Sts discussed enthusiastically One student who said nothing but kept silent with stressful face when the T stood by her to ask her ideas > she showed her anxiety some students but they didn‟t have to stand up individual work - T called some students to report their favorite kind(s) of music like activity but work individually and stand in front of the whole class -Thắng had good knowledge of English He could express his idea clearly and use the useful structures easily - T: “what about rock music? Why “because I find it noisy I prefer don‟t you like it?” something gentle and melodious” - Oanh and Dịu seemed to be embarrassed and they could hardly express her ideas other than the sample “I find pop music relaxing” on the board The teacher had to support them much - Oanh did not use eye contact while speaking -T corrected the mistakes they They just smiled with bending made faces and embarrassment -> they seemed to want to be allowed to go to their seat immediately X CLASS OBSERVATION Date of observation: 5/3/2015 Class: 10H1 Lesson: Unit 12: Music - Speaking Duration: 45’ Name of the teacher: Đỗ Thị Hà Number of students present: 40/41 Task T & Sts’ activity comments T asked sts to work in pairs; Sts performed easily and smoothly as they Pair-work one asks and one answers did not have to brainstorm ideas other than the questions basing the read the questions and use the information information from the from the passage passage (p 126) T called two pairs to present - Sts at two tables worked - Sts participated in the discussion actively Group- together by discussing their - Some sts in groups did not gave any oral work favorite kinds of music and performance with their mates -> they the reasons for their choices might be lack of knowledge to convey their ( T gave some useful ideas to their friends adjectives in advance) - T let sts feel free to discuss without interfering their talk Individual work T called sts to present in - Case 1: Trường (raised his hand) showed his English ability and self-confidence; his front of the class gestures and body language were good - Case 2,3 & ( be picked up by the T and appeared to be reluctant to stand up) met probems:vocabulary, pronunciation, behavior They did not use eye contact during their oral performance; instead, they stood still and passively with uncontrolled and twisted hands XI CLASS OBSERVATION Date of observation: 13/3/2015 Class: 10H2 Lesson: Unit 13: Films and Cinema - Speaking Duration: 45’ Name of the teacher: Lê Thị Thủy Number of students present: 39/39 Task Group-work T and sts’ activity comments - T showed images to illustrate each - Sts showed their positive kind of films mentioned in the task (p attitude for this activity 134) - T asked sts to discuss their like - Sts took part in the discussion with their mates around them ebulliently - Sts were free to discuss what they -Some could not use words and saw and thought structures profoundly-> used both English and Vietnamese - Some kept silent and passive without contributing ideas for the group discussion Pronunciation mistakes happened during the discussion Pair -work -Before doing the task, T asked the whole class to read after useful words and structures in the textbook (p.135) - T gave some useful structures in order to be used during sts‟ discussion - T asked sts to work in pairs to show their feeling about each kind of film - two good sts had chances to make dialogue with the teacher as the sample for the whole class -The classroom atmosphere was quite dynamic -They performed well (they were very quick when T called them to stand up and their voice were loud enough) -T called pairs to present in front of the class - Pair 1: Trà and Khuyên -They XII did not show their enthusiasm when being called by the teacher -They seemed to be lack of -Pair 2: Hạnh & Quế Anh background knowledge; their voices were soft and trembling - Hạnh volunteered -> she seemed to be confident to present - Q.Anh could not cooperate well with her partner Instead of looking at her partner, she looked round and her body was still all the time -Pair 3:Lương & Thắng - They showed to be the best in the class -> they could even answer the T‟s questions after completing their oral performance Individual work -T asked sts to talk about the film -When T was ready to call, they had seen by using the almost all the sts kept silent and suggestions (p 135) they look down the tables constantly -> they showed that they did not want to be called their names - T called students to present in - Case & Dung & Hải: After front of the class a long moment, they stood up to move to the platform -> feeling trembled and nervous when speaking showed through their voices and gestures -Case Ly: be ready to stand up and perform but once spoke, she showed her nervousness While speaking, she made mistakes with pronunciation and grammar -> T corrected immediately -> she appeared not to listen but become more worried XIII CLASS OBSERVATION Date of observation: 16/3/2015 Class: 10H1 Lesson: Unit 12: Films and Cinema - Speaking Duration: 45’ Name of the teacher: Đỗ Thị Hà Number of students present: 41/41 Task Whole class work T and Sts‟ activity comments -T asked sts to brainstorm the -The classroom atmosphere was adjectives describing films interesting and sts participated - After some minutes, she asked enthusiastically (brainstorming) the whole class to give answers Pair work T explained sts how to make a dialogue about asking and answering of feeling films - T asked sts to read the given words in the table and understand clearly - T called a good st to make a dialogue with her as a sample - T called pairs to present +pair 1: Yến & Việt -They performed quite well without showing their trembling +Pair 2: Hải & Quỳnh + Pair 3: Hiệp & Trường and nervousness - H was weak at vocabulary and pronunciation (mispronounced “violent”-> T corrected -> got mental block and remain quiet -> not finish the task with her partner -Truong was good and confident to perform and he helped his partner during the oral presentation -> they did not show any anxiety through their faces and gestures XIV -T asked sts to talk about the film Individual they had seen by using the work suggestions (p 135) -T called sts to present after - Case Trung: he could giving the class some minutes to convey his idea rather well He brainstorm the ideas did not meet any problem to show his anxiety - Case Phương: when the T called her name, she was looking down the table She wasn‟t ready to present She did not complete the task When the T asked “What is the film about?”, she could not answer and became frightened (her face turned red and their hands were trembling) XV ... M .A thesis entitled ? ?The impact of anxiety on the 10th grade students‟ oral performance at Ham Long upper- secondary in Bac Ninh: A case study? ?? is the result of my own study in the fulfillment of. .. more clearly in speaking skill learning process Therefore, the aim of this study is to examine speaking anxiety of the 10th grade students at Ham- Long upper Secondary School in Bac Ninh Province... a negative impact on students‟ motivation and their preparation in their learning and performance In fact, facilitating and debilitating anxiety are closely related with each other It is the self-image