an investigation into the level of foreign language anxiety and its relationship with oral performance among english–major students at thu duc college

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY - AN INVESTIGATION INTO THE LEVEL OF FOREIGN LANGUAGE ANXIETY AND ITS RELATIONSHIP WITH ORAL PERFORMANCE AMONG ENGLISH–MAJOR STUDENTS AT THU DUC COLLEGE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by HA NHAT LINH Supervisor Dr NGUYEN THUY NGA Ho Chi Minh City, September 2018 TABLE OF CONTENTS Table of Contents ii Abstract v Statement of Authorship vi Acknowledgments vii List of Figures viii List of Tables ix Abbreviations x CHAPTER INTRODUCTION .1 1.1 Background of the study 1.2 Personal motivation .2 1.3 Rationale for the research 1.4 Aims of the study 1.5 Research questions 1.6 Significance of the study .4 1.7 Structure of the thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 General anxiety and anxiety in language learning 2.2.1 Anxiety as a psychological construct 2.2.2 Anxiety and foreign language learning 2.3 Selected theories and models of foreign language anxiety 10 2.3.1 The effects of anxiety on learning from instruction (Tobias, 1979) .10 2.3.2 Foreign language anxiety in classroom (Horwitz et al., 1986) 11 2.4 The constituents of foreign language anxiety Horwitz et al (1986) 14 2.4.1 Communication apprehension 14 2.4.2 Fear of negative evaluation 15 2.4.3 Test anxiety 16 2.5 Foreign language anxiety and oral performance 17 ii 2.5.1 Oral performance 17 2.5.2 The effects of FLA on oral performance .18 2.6 Previous study 20 2.7 My research model 27 2.8 Summary 28 CHAPTER METHODOLOGY 29 3.1 Introduction 29 3.2 Research site 29 3.3 Participants 30 3.4 Research design and instruments 31 3.4.1 Research design – quantitative and qualitative 31 3.4.2 Questionnaire 32 3.4.2.1 (1986) The foreign language classroom anxiety scale (Horwitz et al 32 3.4.2.2 Construction and content .33 3.4.2.3 Piloting the questionnaire 37 3.4.3 IELTS Speaking Simulation Test 38 3.4.4 Interview .39 3.5 3.4.4.1 Rationale for using the interview 39 3.4.4.2 Construction and content .40 Data collection procedure 41 3.5.1 Administering the questionnaire 42 3.5.2 Conducting the test .42 3.5.3 Conducting the interview 43 3.6 Data analysis 45 3.6.1 FLCAS and speaking results 45 3.6.2 Interview analysis 47 3.7 Summary 47 CHAPTER DISCUSSION 48 4.1 Introduction 48 4.2 The levels of FLA among participants 48 4.2.1 Characteristics of the sample .48 4.2.2 The levels of FLA 49 iii 4.2.3 4.3 Response to each FLCAS item 51 The relationship between FLA and oral performance in tests .55 4.3.1 Exam results 55 4.3.2 Pearson correlation between FLA and speaking score 57 4.3.3 Presentation and interpretation of the interview 58 4.3.2.1 Interviewees’ profile 58 4.3.2.2 results The relevance between self-reported FLA score and surveyed 59 4.3.2.3 Students’ perceptions of the relationship of anxiety and their performance 60 4.4 Discussion of the findings 62 4.4.1 Summary the findings 62 4.4.2 Discussion .63 4.4.2.1 The level of anxiety among students 63 4.4.2.2 Response to each FLA item 63 4.4.2.3 The relationship between anxiety and oral performance 65 4.5 Summary 66 5.1 Introduction 67 5.2 Conclusion 67 5.3 Contributions and Implications 68 5.4 Recommendations .70 5.5 Limitations 72 5.6 Recommendations for future research 73 5.7 Summary 75 REFERENCES 76 Appendix Foreign Language Classroom Anxiety Scale (English version) 82 Appendix Foreign Language Classroom Anxiety Scale (Vietnamese version) 84 Appendix Interview guide .86 Appendix Speaking marking criteria .87 iv ABSTRACT The role of English communication has been set on top of most educational institutes of Vietnam Alongside with the developments in learning and teaching English, relevant aspects such as psychology in language learning have been attracting the attention of language educators This study hopefully provides an understanding of how students experience anxiety – a subjective feeling – during their learning process in the Vietnamese context, especially with speaking performance Thesis aims are to measure the level of foreign language anxiety existing among English–major students at Thu Duc College and examine its relationship with participant students’ oral performance There were 91 students in the first-year program, who are studying speaking course at the college, participating in the study A questionnaire, IELTS simulation speaking test, and interview were used as the instruments of the research The results of the questionnaire indicate that student participants are of a moderate level of foreign language anxiety In detail, there are medium levels of communication apprehension and the fear of negative evaluation, while students are experiencing high level of testing anxiety Furthermore, the Pearson correlation results reveal that foreign language anxiety is debilitating to the oral performance of students There were six interviewees from high and low anxiety groups participating an open-ended interview to clarify the difference in the effects of FLA on oral performance Implications of the findings thus discuss the suggested solutions for this problem and recommend research paths for future research in the Vietnamese context v STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution All research procedures reported in this thesis were approved by the Graduate School, Ho Chi Minh City Open University vi ACKNOWLEDGMENTS Firstly, I wish to express my profound gratitude to my supervisor Dr Nguyen Thuy Nga for her sound advice, instantaneous encouragement, and extensive support for the development and completion of this study Secondly, I am so grateful to Mr Pham Minh Trung, Ms Nguyen Thi Thuy Anh, Mr Bui Tri Vu Nam, and Ms Nguyen Thi Thien Khoa for their perceptive comments and helpful advice on statistical analysis Thirdly, I am further indebted to the cooperation of students at Thu Duc College, who have participated in the survey Finally, I would like to thank all members of my family, especially my father who is my role model in life and research, for their love, patience and encouragement for hanging in there until then vii LIST OF FIGURES Figure Model outlining the effects of anxiety on learning from instruction (Tobias, 1979) 11 Figure 2 Inverted “U” relation between anxiety and performance (He, 2018) 19 Figure Proposed research model on the relationship between FLA and oral performance 28 Figure Design of the present research 32 Figure Overview of FLA in the classroom and testing 51 Figure The model of the relationship between foreign language anxiety and oral performance 68 viii LIST OF TABLES Table Summary of selected research on the relationship between language anxiety and oral performance 26 Table The construct of questionnaire about Communication Apprehension 36 Table The construct of questionnaire about Fear of negative evaluation 37 Table 3 The construct of questionnaire about Test Anxiety 37 Table The construct of interview questions 40 Table The research procedure 42 Table Description of interview participants 44 Table The interpretation of FLCAS 45 Table Grading system 46 Table The interpretation of Pearson Correlation value 47 Table Response and Non–Response Distribution of Questionnaires 48 Table Characteristics of questionnaire participants 49 Table Distribution of FLA levels 50 Table 4 Communication Apprehension 52 Table Fear of Negative Evaluation 53 Table Test Anxiety 54 Table The description of FLA levels by three groups 54 Table The students’ achievement in speaking tests 55 Table Overall grade averages for students by anxiety groups (midterm test) 56 Table 10 Overall grade averages for students by anxiety groups (final examination) 56 Table 11 Pearson Correlation between FLA levels and speaking results from midterm test and final examination 57 Table 12 Interviewees’ profile 58 Table 13 Comparison between students’ FLA self-report and FLCAS 58 ix ABBREVIATIONS FLA Foreign language anxiety L1 Mother language L2 The target language FLCAS Foreign language classroom anxiety scale ELT English language teaching EFL English as a foreign language x write journals during the term The researchers could consider the pros and cons of both ways in order to reduce students’ anxiety resulting from the video recording or the disapproval of using the camera in the classroom from the school Besides, later research should investigate levels of language anxiety in classroom, which students spend their major time and learning activities there Mix-methods are encourage, such as video, journal writing so students could report the detailed feelings and perceptions about the language anxiety over regular intervals during the semester Next, the later research should focus on whether it is a mono or bi-directional relationship, whether the relationship of FLA and oral performance is a cause-effect one or they influence each other is a great question to answer Besides, anxiety keeps changing in accordance with each individual, other variables should be investigated simultaneously, such as motivation, or attitudes As anxiety interferes with an individual’s learning of spoken English and leads to poor performance, strategies for reducing anxiety are essential in language learning and communication Nevertheless, as provoked in the present, both English teachers and students in Vietnam were not fully aware of the existence of anxiety and its potential harmful effects in both classroom-learning and testing situations Both of these issues have received scant attention by researchers in the country, and no effective strategies have been explored to cope with them Though there is a wide range of the skills training approach for the treatment of reticence, the systematic desensitization method to reduce communication apprehension, and relaxation strategies to relieve speech anxiety, there is a remaining question of which one will be the best to be applied in the Vietnamese context Future research, therefore, should be directed to this area to help students reduce their anxiety during oral English lessons and tests In addition to speaking anxiety, different facets of second/ foreign language anxiety such as writing and reading anxiety need further exploration in different contexts The analysis of different types of second language anxiety, either quantitative and qualitative, might well contribute to further advancement in understanding the foundations of FLA and second/ foreign language learning A better understanding 74 of nature and components of different aspects of FLA constructs could promote the development of a more refined theoretical model 5.7 Summary Language learning is an extremely complex process, which is further complicated by learners’ differences and their different social and cultural backgrounds The findings of the current study indicate that anxiety is a serious issue during oral English lessons and tests Thus, effective strategies need to be researched to help students reduce anxiety in both situations to achieve in the target language, which is the final goal of classroom teaching and learning This also makes it essential to continue to research and explore in various situations With a better understanding of this problem, the teaching and learning of spoken English or other foreign languages will ultimately be enhanced 75 REFERENCES Aida, Y (1994) Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese The Modern Language Journal, 78(2), 155-168 Arnold, J., & Arnold, J (2005) Affect in language learning Cambridge, U.K.: Cambridge University Press Aydin, S (2013) Factors affecting the level of test anxiety among EFL learners at elementary e-International Journal of Educational Research, 4(1), 63-81 Aziz, R A (2010) Extraversion-introversion and the oral performance of Koya University EFL students (master’s thesis) Bilkent University, Ankara Bailey, K M (1983) Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies In H W Seliger, & M H Long (Eds.), Classroom Oriented Research in Second Language Acquisition (pp 67-102) Rowley: Newbury House Bailey, P., Daley, C E., & Onwuegbuzie, A J (1999) Foreign Language Anxiety and Learning Style Foreign Language Annals, 32(1), 63-76 Baruch, Y (1999) Response Rate in Academic Studies-A Comparative Analysis Human Relations, 52(4), 421-438 Bryman, A (2001) Social research methods Oxford: Oxford University Press Bui, M T (2016) Developing the speaking competence of primary school students in English as a foreign language classes in Vietnam through drama activities (Doctoral dissertation) University of Gottingen, Germany Bui, T M (2006) Teaching speaking skills at a Vietnamese University and recommendations for using CMC The Asian EFL Journal, 14 Cacioppo, J T., Glass, C R., & Merluzzi, T V (1979) Self-statement and selfevaluations: A cognitive-response analysis of heterosocial anxiety Cognitive Therapy and Research, 3(3), 249-262 Cao, Y (2011) Comparison of two models of foreign language classroom anxiety scale Philippine ESL Journal, 7, 73-93 Cattel, R., & Scheier, I (1960) Stimuli related to stress, neuroticism, excitation, and anxiety response patterns: illustrating a new multivariate experimental design Journal of Abnormal and Social Psychology, 60(2), 195-204 Cheng, Y., Horwitz, E K., & Schallert, D L (1999) Language Anxiety: Differentiating Writing and Speaking Components Language Learning, 49(3), 417-446 76 Chiang, Y (2006) Connecting two anxiety constructs: An interdisciplinary study of foreign language anxiety and interpretation anxiety (Doctoral dissertation) The University of Texas, Austin Chomsky, N (1969) Aspects of the theory of syntax Oxford, England: The MIT Press Cortazzi, M., & Jin, L (1996) Cultures of learning: Language classroom in China In H Coleman (Ed.), Society and the language classroom (pp 169-206) Cambridge: Cambridge University Press Daly, J A., Caughlin, J P., & Stafford, L (2009) Correlates and consequences of social-communicative anxiety In J A Daly, J C McCroskey, J Ayres, T Hopf, & D M Sonandre (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (3rd ed., pp 21-71) New York: Hampton Press Dewaele, J.-M., & Thirtle, H (2009) Why some young learners drop foreign languages? A focus on learner-internal variables International Journal of Bilingual Education and Bilingualism, 12(6), 635-649 Duncan, G J (2008) When to Promote, and When to Avoid, a Population Perspective Demography, 45(4), 763-784 Ely, C M (1986) An analysis of discomfort, risk taking, sociability, and motivation in the L2 classroom Language Learning, 36(1), 1-25 Goodwin, D W (1987) Anxiety New York: Ballantine Books Griffiths, C (2013) The strategy factor in successful language learning Bristol: Multilingual Matters Hassan, B A (2001) Extraversion/ introversion and gender in relation to the English pronunciation accuracy of Arabic college students Reports and Research , 134, 1-34 He, D (2018) Foreign language learning anxiety in China: Theories and Applications in English Language Teaching Singapore: Springer Singapore Hoang, D D (2011) Motivation in the development of English speaking skills by second year tourism major students at Do University VNU Journal of Science, 27, 205-215 Horwitz, E (2001) Langugae anxiety and achievement Annual Review of Applied Linguistics, 21, 112-126 Horwitz, E K (2012) Becoming a language teacher: A practical guide to second language learning and teaching (2nd ed.) London: Pearson 77 Horwitz, E K., Horwitz, M B., & Cope, J (1986) Foreign language classroom anxiety The Modern Language Journal, 70(2), 125-132 Jin, T., & Mak, B (2013) Distinguishing features in scoring L2 Chinese speaking performance: How they work? Language Testing, 30(1), 1-25 Kim, S.‐Y (2009) Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts Foreign Language Annals, 42(1), 138-157 Kitano, K (2001) Anxiety in the college Japanese lanuage classroom The Modern Language Journal, 85(4), 549-566 Le, H H (2012) Using mixed methods to investigate the relationship between student motivation and academic achievement from socio-cultural perspective International Conference "ICT for Language Learning" Liu, M (2005) Reticence, anxiety and performance of Chinese university students in oral English lessons and tests The Chinese University of Hong Kong Liu, M (2006) Anxiety in Chinese EFL students at different proficiency levels System(34), 301-316 Liu, M., & Jackson, J (2008) An Exploration of Chinese EFL Learners' unwillingness to communicate and foreign language anxiety The Modern language journal, 92(1) Lucas, J (1984) Communication apprehension in the ESL classroom: Getting our students to talk Foreign Lanugage Annals, 17(6), 593-598 MacIntyre, P (1999) Language anxiety: A review of the research for language teachers In D J Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp 24-45) Boston: McGraw-Hill MacIntyre, P D., & Gardner, R C (1989) Anxiety and second-language learning: Toward a theoretical clarification Language Learning, 39(2), 251-275 MacIntyre, P D., & Gardner, R C (1991) methods and results in the study of anxiety and language learning a review of the literature Language Learning, 41(1), 85-117 MacIntyre, P D., & Gardner, R C (1994) The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning 16(1), 117 McCroskkey, J C (2005) An introduction to rhetorical communication: A western rhetorical perspective (9 ed.) London: Pearson 78 Mealey, D L., & Host, T R (1992) Coping with test anxiety College Teaching, 40(4), 147-150 Muijs, D (2004) Doing quantitative research in education with SPSS New York: SAGE Publications Ltd Mustapha, W Z., Ismail, N., & Singh, D S (2010) ESL students communication apprehension and their choice of communicative activities Asean Journal of Teaching anf Learning in Higher Education, 2(1), 22-29 Newton, N (2010) The use of semi-structured interviews in qualitative research: Strengths and weaknesses (Unpublished paper) Retrieved from http://www.academia.edu/1561689/The_use_of_semistructured_interviews_in_qualitative_research_strengths_and_weaknesses Nguyen, T H., & Tran, M N (2015) Factors affecting students' speaking performance at Le Thanh Hien high school Asian Journal of Educational Research, 3(2) Ohata, K (2005) Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five japanese college students in the USA Teaching English as a Second or Foreign Language, 9(3), 1-21 Ostler, N (2010) The last Lingua Franca: English until the return of Babel Walker & Company Oya, T., Manalo, E., & Greenwood, J (2004) The influence of personality and anxiety on the oral performance of Japanese speakers of English Applied Cognitive Psychology, 18(7), 841-855 Pan, M (2015) Nonverbal delivery in speaking assessment: From an argument to a rating scale formulation and validation Singapore: Springer Singapore Phillips, E M (1992) The effects of language anxiety on students' oral test performance and attitudes The Modern Language Journal, 76(1), 14-26 Quaid, E D (2018) Reviewing the IELTS speaking test in East Asia: theoretical and practice-based insights Language Testing in Asia, 8(2) Rachman, S J (2004) Anxiety Oxford: Taylor & Francis Rink, J (2002) Musical performance: A guide to understand Cambridge: Cambridge University Press Saito, Y., Garza, T J., & Horwitz, E K (1999) Foreign Language Reading Anxiety The Modern Language Journal, 83(2), 202-218 Sanders, D J., & Wills, F (2003) Counselling for anxiety problems New York: SAGE Publications Ltd 79 Schlenker, B R., & Leary, M R (1985) Social anxiety and communication about the self Journal of Language and Social Psychology, 4(3), 171-192 Sparks, R., & Ganschow, L (1993) Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning The Modern Language Journal, 77(3), 289-302 Spielmann, G., & Radnofsky, M L (2001) Learning language under tension: New directions from a qualitative study The Modern Language Journal, 85(2), 259-278 Subaşı, G (2010) What are the main sources of Turkish EFL students' anxiety in oral practice Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49 Szyszka, M (2017) Pronunciation learning strategies and language anxiety Poland: Springer Tobias, S (1979) Anxiety research in educational psychology Journal of Educational Psychology, 71(5), 573-582 Tóth, Z (2010) Foreign language anxiety and the advanced language learner: A study of Hungarian students of English as a foreign language Newcastle: Cambridge Scholars Publishing Tran, T T., Baldauf, R B., & Moni, K (2013) Foreign language anxiety: Understanding its status and insiders' awareness and attitudes TESOL Quarterly, 47(2), 216-243 Tran, T T., Moni, K., & Baldauf, R B (2012) Foreign language anxiety and its effects on students' determination to study English: To abandon or not to abandon? TESOL in Context, Special edition S3, 1-14 Tsui, A B (1996) Reticence and anxiety in second language learning In K M Bailey, & D Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp 145-167) Cambridge: Cambridge University Press Walker, E A (2017) Foreign language anxiety in Hong Kong secondary schools: Its relationship with the age-related factors, school form and self-perception (Unpublished doctoral dissertation) Thesis / Dissertation ETD (1997) Watson, D., & Friend, R (1969) Measurement of social-evaluative anxiety Journal of Consulting and Clinical Psychology, 33(4), 448-457 Wilson, J T (2006) Anxiety in learning English as a foreign language its associations with student variables, with overall proficiency, and with performance on an oral test (Doctoral dissertation) University of Granada, Spain 80 Wolf, R M (1997) Questionnaires In J P Keeves, Educational research, methodology and measurement: An international handbook (2nd ed., pp 422427) Oxford: Pergamon Woodrow, L J (2006) A model of adaptive language learning The Modern Language Journal, 90(3), 297-319 Yan, J X (1998) An examination of foreign language classroom anxiety : Its sources and effects in a college English program in China (Doctoral dissertation) The University of Hong Kong Yan, J X., & Horwitz, E K (2008) Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL Learners in China Language Learning, 58(1), 151-183 Yang, W W (2003) Studies on English language learning strategies of freshmen in Shanghai Teachers' University Teaching English in China, 26(1), 16-19 Yilmaz, T (2014) The role of fear of negative evaluation and native speaker presence in foreign/ second language production and classroom participation (Doctoral dissertation) University of Florida, The US Young, D J (1986) The relationship between anxiety and foreign language oral proficiency ratings Foreign Language Annals, 19(5), 439-445 Young, D J (1990) An investigation of students' perspective on anxiety and speaking Foreign Language Annals, 23(6), 539-553 Zeidner, M (2014) Anxiety in education In R Pekrun, & L Linnenbrink-Garcia (Eds.), International handbook of emotions in education (1st ed., pp 265-288) London: Routledge Zheng, Y (2008) Anxiety and second/ foreign language learning revisited Canadian Journal for New Scholars in Education, 1(1), 1-12 81 Appendix Foreign Language Classroom Anxiety Scale (English version) This survey questionnaire is designed for Year-1 students who are in English major at Thu Duc College The aim of this questionnaire is to measure students’ level of FLA and students’ beliefs about FLA in English classroom It is NOT an evaluation of you as a teacher There are no right or wrong answers All your responses are confidential Please answer them based on your thinking at this time This survey has two parts Part A asks for personal information Part B asks about your language anxiety in the classroom Section A Demographic information Gender: Male Female Intake: 2014 2015 2016 English learning duration: – years – 10 years above 10 years Section B FLCAS Questionnaire Foreign language classroom anxiety scale (Adopted from Horwitz et al., 1986) Please read each statement and circle the letters which best represents your views – I strongly disagree – I agree – I disagree – I strongly agree – I think it is neutral No STATEMENTS A1 I never feel quite sure of myself when I am speaking in my English class A2 I tremble when I know that I’m going to be called on to speak in English class A3 to be asked to speak in English class 82 A4 I get nervous when the English teacher asks questions which I haven’t prepared in advance A5 I tend to use meaningless words/ phrases, or remain silence when speaking in class A6 It embarrasses me to volunteer answers in my English class A7 I would be nervous speaking in the foreign language with native speakers A8 I prefer to attend class with larger size rather than small one A9 I not like discussion activities in class in pair or group A10 I keep thinking that the other students are better at English than I am A11 I get nervous when I don’t understand every word the English teacher say A12 In English class, I can get so nervous when I forget things I know A13 I feel very self-conscious about speaking English in front of other students B14 I feel under the tension when making mistakes in class B15 I am afraid that my English teacher will correct every mistake I make B16 English class moves so quickly that I worry about getting left behind B17 I am afraid that the other students will laugh at me when I speak English C18 I feel worry during tests in my English class C19 The more I study for an English test, the more confused I get C20 I worry about the consequences of failing my English class 83 Appendix Foreign Language Classroom Anxiety Scale (Vietnamese version) Bảng câu hỏi dành cho sinh viên năm chuyên ngành Ngôn ngữ Anh Cao đẳng Công nghệ Thủ Đức, nhằm tìm hiểu mức độ lo lắng học ngoại ngữ lớp học Bảng câu hỏi không nhằm mục đích đánh giá Khơng có câu trả lời hay sai Tất câu trả lời bảo mật Các bạn vui lòng trả lời theo suy nghĩ thân vào thời điểm Bảng câu hỏi gồm phần Phần A hỏi thông tin cá nhân Phần B đo lường mức độ lo lắng học ngoại ngữ người học lớp kiểm tra Phần A Thông tin cá nhân Giới tính: Nam Nữ Khóa nhập học: 2014 2015 2016 Tổng thời gian học tiếng Anh: – năm – 10 năm 10 năm Phần B Bảng đánh giá mức độ lo lắng học ngoại ngữ (Adopted from Horwitz et al., 1986) Các bạn vui lòng đọc đánh dấu  vào ô phản ánh nhiều quan điểm bạn – Tơi hồn tồn khơng đồng ý – Tôi đồng ý – Tôi không đồng ý – Tơi hồn tồn đồng ý – Tơi khơng có ý kiến Stt CÂU HỎI A1 Tơi khơng tự tin nói tiếng Anh lớp A2 Tơi cảm thấy lo sợ biết mời lên nói tiếng Anh lớp A3 Tơi cảm thấy tim đập mạnh biết phải nói tiếng Anh trước lớp 84 A4 Tôi cảm thấy lo lắng phải nói tiếng Anh lớp mà khơng chuẩn bị trước A5 Tôi thường hay sử dụng từ/ cụm từ vô nghĩa, giữ im lặng phải nói tiếng Anh lớp A6 Tơi cảm thấy ngại xung phong trả lời câu hỏi lớp tiếng Anh A7 Tôi cảm thấy thoải mái giao tiếng tiếng Anh với người ngữ A8 Tơi thích lớp học có nhiều học viên (>30) lớp học có học viên (