Factors causing students anxiety in english speaking classes in le quy don high school dong da hanoi

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ NHÀI FACTORS CAUSING STUDENTS' ANXIETY IN ENGLISH SPEAKING CLASSES IN LE QUY DON HIGH SCHOOL, DONG DA, HANOI (Các nhân tố gây lo lắng cho học sinh việc nói tiếng Anh lớp trường THPT Lê Quý Đôn, Đống Đa, Hà Nội ) M.A MINOR THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2012 TABLE OF CONTENTS DECLARATION………………………………………………………………….i ACKNOWDLEDGEMENTS ii ABSTRACT .iii TABLE OF CONTENTS .iv PART A: INTRODUCTION 1 Rationale Aims and objectives of the study .2 Research questions Scope of the study .2 Methods of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW .4 I Theoretical background of anxiety Definitions of anxiety .4 Types of anxiety 2.1 Trait anxiety, state anxiety and situation - specific anxiety .6 2.1.1 Trait anxiety .6 2.1.2 State anxiety .6 2.1.3 Situation-specific Anxiety 2.2 Facilitating Anxiety and Debilitating Anxiety II Theoretical background of foreign language classroom anxiety Definition of foreign language classroom anxiety Early studies of foreign language anxiety Components of foreign language anxiety .10 3.1 Communication apprehension 10 3.2 Test anxiety .11 3.3 Fear of negative evaluation .12 Manifestations of foreign language learning anxiety .12 Sources of foreign language anxiety 13 iv Gender in foreign language anxiety .15 Effects of foreign language learning anxiety 16 7.1 Foreign language anxiety and its associations with three stages of language learning 17 7.2 Foreign language learning anxiety and its associations with language achievement 18 a) Debilitating anxiety .18 b) Facilitating anxiety 19 Language anxiety in the speaking skill 19 CHAPTER II: METHODOLOGY 22 Context 22 Participants 22 Instruments 23 3.1 Students' journal writings 23 3.2 Teacher's observation .23 Chapter III: FINDINGS AND DISCUSSION 24 I FINDINGS 24 Students' anxiety through teacher's observation 24 1.1 Case 24 1.2 Case 25 Students' anxiety through students' journal writing .26 2.1 Fear of making mistakes and negative evaluation 26 2.2 Fear of testing 27 2.3 Fear of being focus of attention .27 2.4 Comparison with oneself and with other students 27 2.5 Relationship between teacher and students .28 2.6 Result of low achievement 28 Lack of vocabulary .28 Difficulties in pronunciation 28 Difficulties in grammar 29 II DISCUSSION 29 III SUGGESTED IMPROVEMENTS 31 v Recommendations for students 31 Recommendations for teachers .32 PART C: CONCLUSION .34 Summary of the study .34 Limitations of this study 35 Recommendations for further study .35 REFERENCES .37 APPENDICES I APPENDICE A I APPENDICE B II APPENDICE C III vi PART A: INTRODUCTION Rationale Getting students to respond in classes is a problem that most ESL teachers face The problem of that is particularly acute with non major English students, who are generally considered to be more reserved and reticent than the majored ones Language teachers, including myself, have observed on numerous occasions when teaching in classes, the apprehension and discomfort experienced by many students who are attempting to acquire and produce a foreign language The nervousness and anxiety frequently seems to become particularly aggravated when students are required to speak in front of teacher and other students MacIntyre and Gardner (1991), for example, asserted that "anxiety poses several potential problems for the students of a foreign language because it can interfere with the acquisition, retention, and production of the new language" (p 86) As a teacher of English at Le Quy Don high school, from my own observation and experience, I myself have noticed that my students often experience foreign language anxiety especially in speaking skill They are afraid of speaking in front of the class, even when the teacher asks them to practice English in pairs or in groups; many of them keep their silence or have discussion in Vietnamese Students are more confident with written tests and they always feel reluctant when being asked to speak English and try to give answers as short as possible Some students even refuse to give any answers when assigned Some of them admit that they cannot find words to say and they always feel nervous and anxious when speaking English with teachers From this reality in my school and some findings in research, I have found that reducing anxiety in speaking English is of great importance to improve the communicative competence of high school learners Therefore, I decided to conduct a case study on the topic: "Factors causing students' anxiety in English speaking classes in Le Quy Don High School, Dong Da, Hanoi." Aims and objectives of the study The first aim of this study was to provide a review of major literature about foreign language learning anxiety as affective variable uniquely related to foreign language classroom situations, especially in speaking English Based on the literature review, this research aimed to take the initiative to investigate the cases' manifestations through psychological symptoms, physical symptoms and behavioral symptoms Moreover, it also analyzed anxiety factors among students and based on those factors, some strategies were suggested to reduce students' anxiety in speaking English Research questions In relation to the major purpose of the study, which was to investigate the students' anxiety in English speaking in classroom, two research questions were addressed They are as followed: 1) What are the factors that cause anxiety for high school students in speaking English? 2) How anxious participants describe their feelings while speaking English in front of teacher and other students in class? 3) Which strategies can be used to successfully cope with language anxiety? Scope of the study In order to explore high school students' English speaking anxiety in classes, this study investigated and analyzed non major English students at Le Quy Don high school because the researcher had an assumption that the non major English students might experience a higher level of anxiety then the major ones In addition, the researcher was doing teaching those two students during the time this research was being conducted, as a result, it was most convenient for researcher to collect data from students as well as observe the students' manifestations This study only investigated the students' anxiety phenomenon in English speaking performance instead of focusing on all four skills or in learning any foreign language in general Methods of the study In my opinion, qualitative research methods are the most suitable for this case study because they seek to understand the given research problem from the perspectives of the cases Moreover, qualitative methods are especially effective in obtaining culturally specific information about the values, opinions, behaviors and social contexts of particular subjects Some qualitative methods I applied in this study are teacher's observation, students' journal writings In comparison with quantitative methods, qualitative methods are typically more flexible With qualitative methods, the relationship between the researcher and the participants is often less formal Participants have the opportunity to express their ideas more elaborately in their journal writing with greater detail than the case in quantitative methods Organization of the study The study is organized into three main parts: Part A: Introduction This part offers a brief introduction to the rationale for choosing the topic, the aims and objectives, research questions, the scope, the methods and the organization of the study Part B: Development The part consists of four chapters, as follows: Chapter I: Literature Review This chapter provides the theoretical background of anxiety with some definitions and types of anxiety It also gives the theoretical background of foreign language anxiety, in which stated the findings of previous researches relating to the study, gender in foreign language anxiety, the measurement of foreign language anxiety, the possible factors and sources of anxiety and anxiety in speaking skill Chapter II: Methodology This chapter addresses the research's context, the participants and the instruments which were used to collect data including students' journal writing, teacher's observation and interviews Chapter III: Findings and Discussion The findings from the data collected from teacher's observation, students' journal writing and interviews are presented and discussed in this chapter In this chapter, I also provide some possible suggested improvements to reduce students' anxiety in English speaking in classroom Part C: Conclusion and implications This part offers an overview of the major findings, the implications and suggestions for further research in this matter PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW In this review of literature, I shall state theoretical background of anxiety in general, as well as foreign language anxiety and language anxiety in speaking skill I Theoretical background of anxiety Definitions of anxiety There has been a variety of studies carried out on anxiety Simply speaking, anxiety is a kind of troubled feeling in the mind It is "a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system" (Horwitz, 1986) or “the worry and negative emotional reaction aroused when learning a second language” (MacIntyre, 1999) Second language anxiety is defined here as distinct complexity of self- perception, beliefs, feelings, and behaviors related to using a foreign/ second language for communication beyond class language Hansen (1977) called anxiety as "an experience of general uneasiness, a sense of foreboding, a feeling of tension" (p.91) Anxiety might exert a deleterious influence on language achievement, and equally intuitively, that poor language achievement might arouse even more anxiety According to Hilgard, “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) In short, 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 Types of anxiety 2.1 Trait anxiety, state anxiety and situation - specific anxiety Usually anxiety is classified into trait anxiety, state anxiety and situation-specific anxiety 2.1.1 Trait anxiety Trait anxiety has been referred to as "a constant condition without a time limitation" (Lewitt, 1980, p.11) and it is a stable feature of personality, referring to an "acquired behavioral disposition that predisposes an individual to perceive a wide range of objectively non-dangerous circumstances as threatening" (Spielberger, 1966, p 16) Mischel and Peake (1982) and Endler (1980) submitted that "Traits are meaningless, they are considered in interactions with situations" The four trait anxiety scale options are: (1) "Almost never" which responses indicates lowest degree of trait anxiety; (2) "Sometimes"; (3) "Often"; and (4) "Almost always" which signifies the highest degree of trait anxiety 2.1.2 State anxiety State anxiety, on the one hand, is fleeting and not an enduring characteristic of an individual's personality It is a "transitory state or condition of the organism that varies in intensity and fluctuates over time" (Speilberger, 1966, p.12) The four state anxiety scale options are (1) "Not at all" which points to the lowest level of state anxiety; (2) "Somewhat"; (3) "Moderately so"; and (4) "Very much so" which reflects the highest degree of state anxiety Morris et al (1981), in their definitions of both state anxiety and trait anxiety, take into account the importance of "situation": "State anxiety refers to transitory experiences of tension, apprehension, and activation of the autonomic nervous system in certain situations, whereas trait anxiety refers to a personality variable of anxiety proneness, the tendency to experience state anxiety in a variety of situations" (p.543) 2.1.3 Situation-specific Anxiety students to take part in Another way to reduce stress in language students is taking emphasis on the use of drama-like and role-play activities, so that learners may feel safe in a pretended situation with a pretended identity When taking part in a drama-like in unit 11, the male wrote "This is really a good way to use English We can talk in group and we turn our lesson into a game It's interesting" Besides, to make classroom environment more friendly, teacher's instructions should be made clear and it should also be ensured that the students have sufficient ideas and lexis to fulfill the task In order to make the classroom a safe and less anxiety-provoking place, the friendly and encouraging role of the teachers was stated as crucial Earlier studies have reported similar perceptions of their research subjects regarding the role of language instructors In Price‟s (1991: 107) interview study, the most frequent observation of the subjects was that, “they would feel more comfortable if the instructor were more like a friend helping them to learn and less like an authority figure making them to perform” Besides, one of the most stressful matter in speaking is teacher's and peers' evaluation and comments Teacher‟s positive way of providing corrective and constructive feedback on errors rather than interrupting and correcting students when they are communicating was recommended Teachers should make private notes of the errors and then later address the whole class without indicating which error made from which student This suggests the use of assessment and feedback method as away to reduce language anxiety It was also asserted that students‟ self-related cognitions and beliefs should be taken into account in order to successfully cope with language anxiety As a first step, it was generally maintained that teachers should take time to discuss or initiate discussion in the class by pointing out that it is very common for students to feel uncomfortable, uneasy and anxious while speaking English, thus inviting their thoughts about its possible reasons as well as solutions The discussion would heighten their awareness that the feelings of anxiety are common in most of the learners and are not associated with any particular individual Thus, it would also help them to take away the feeling of competition or comparison with their peers that others are all smarter and more confident (Price, 1991: 107) 31 Instead of engaging in negative self-talk, students should be encouraged to think about their positive personality traits and thus gather their own strengths and build upon them This way, instructors can “build students‟ confidence and self-esteem in their second/foreign language ability via encouragement, reassurance, positive reinforcement, and empathy” (Onwuegbuzie et al., 1999: 232) Furthermore, the teachers should identify the signs of perfectionism in the learners and should work to explore their earlier belief systems in order to help them to step down from the set standards at the early stages and then work patiently to achieve the desired standards gradually Another suggestion that will help effectively in reducing anxiety in speaking English is encouraging students to work in groups or pairs as students prefer discussing in groups to talking a lone or think of themselves delivering their talk When working in pairs or groups, students share ideas and opinions together that is also a good way for them to widen their knowledge Having prepared well with partners before presenting is really effective to omit anxiety in speaking foreign language 32 PART C: CONCLUSION Summary of the study Language anxiety is described as a complicated and multi-facet nature phenomenon, which requires further exploration from a variety of perspectives and approaches This study, conducted on two cases, was an attempt to apprehend the true nature of the phenomenon from a different perspective The results of this case study indicated that students experienced varied language anxiety and language anxiety could affect the quality of oral English performance In general, as the anxiety increases, the quality of oral performance decrease Both cases acknowledged that they feel anxious and nervous while speaking English in front of others They even admitted that sometime they tried to skip or escape the situations which demand speaking in front of the classmates and teacher According to the research result, the source that makes a foreign language classroom a highly anxiety-evoking place is its evaluative nature, students are evaluated by the teachers, peers or even by themselves, accompanied by high expectations and beliefs about second language learning Students' feeling became more serious in learning when they considered the language class a performance rather than a learning place because they tried to minimize their mistakes in order not to lose their face with teacher and peers Moreover, the participants also expressed many problems and difficulties in learning English, such as pronunciation, grammar, vocabulary, etc which were perceived to be major obstacles in achieving the desired performance in English speaking Students reported that in some communicative cases they could not produce words or sentences out when needed, this indicates that when learners students are lack of practice speaking in classroom and these difficulties are likely to continue causing trouble for learners Based on the findings from students' journal writing and my own observation, I myself suggest some strategies to reduce students' anxiety and nervousness in speaking English For example, learners should be encouraged to speak English freely without thinking of making mistakes or being corrected errors in front of the class One of the most 33 important suggestion teacher should apply to reduce students' anxiety is choosing a positive way to give feedback or evaluation that helps students feel comfortable and avoid losing their faces Besides, instead of having students talk alone in the stage, teacher may ask them to work in groups or pairs to have a better preparation before delivering their speech The strategies found in this study certainly work as prescription for anxiety but it might as easily be advice on what a good teacher should routinely because anxiety is a part of study, teacher may something to encourage students to speak English better, anxiety cannot be omitted from learning Limitations of this study Although many efforts have made so far for this study, it cannot be without limitations There are some limitations are noted Firstly, only two cases, a girl and a boy, were examined, which limits the generalization of the findings What's more, the research was carried on non major English learners; if the participants were the major ones, the results of this study would be different Furthermore, non major English students have only one 45 - minute speaking lesson every two week The time is too little for both teacher and students to give exact evaluation on students' anxiety while each participant had only three to five minutes per lesson to speak themselves Teacher could not spend too much time on cases because of big-sized class Therefore, in order to get a perfect examination for students' anxiety in speaking English, the cases should be in a variety of learning groups at various stages of language learning with various learning goals Recommendation for further study This study is not a complete and all-inclusive research that can cover everything in the field of language anxiety for second language learners Therefore, further study is needed to research untouched interesting topics, such as: - Factors causing language anxiety in listening, writing, or reading skill - Testing anxiety and strategies to cope with testing anxiety 34 - The different levels of anxiety between age, gender - causes and suggested solutions - Language anxiety and its effect on oral performance in classroom and outside classroom 35 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 (pp.155- 168) Alpert, T., & Haber, R N (1960) Anxiety in academic achievement situations Journal of Abnormal and Social Psychology (pp.207-215) Arnold, J., & Brown, H D (1999) A map of the terrain In J Arnold, After in language learning (pp.1-24) 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APPENDICE A ITEMS FOR COMMUNICATION ANXIETY Tơi chưa cảm thấy an tâm nói tiếng Anh trước lớp Tơi sợ phải nói tiếng Anh mà khơng có chuẩn bị Tơi sợ nói tiếng Anh trước bạn khác lớp Tơi thấy lo khơng hiểu từ giáo chữa Trong tiết học nói, hay lo lắng đến mức quên hết thứ mà biết Ngay chuẩn bị kỹ tơi thấy lo lắng Trong tiết học nói tơi lại thấy lo so với tiết học khác ITEMS FOR FEAR OF NEGATIVE EVALUATION Tơi thấy run biết bị cô gọi lên bảng môn tiếng Anh Tôi nghĩ bạn khác học tốt môn tiếng Anh 10 Tơi bối rối giơ tay phát biểu lớp 11 Tôi cảm thấy thất vọng không hiểu lỗi sai mà cô sửa 12 Tôi cảm thấy tim đập mạnh bị gọi lên bảng môn tiếng Anh 13 Các tiết học môn tiếng Anh trôi nhanh tơi sợ bị tụt lại phía sau 14 Tôi sợ bạn khác cười tơi nói tiếng Anh 15 Tơi sợ giáo gọi trả lời câu hỏi mà không chuẩn bị trước I 16 sợ cô giáo sửa lỗi trước lớp ITEM FOR TEST ANXIETY 17 Càng ôn thi tiếng Anh cảm thấy run II APPENDICE B: SAMPLES OF TEACHER'S OBSERVATION WRITING CASE 1: WRITING FOR UNIT (UNDERSEA WORLD) I delivered a task of talking about student's favorite undersea animal and after minutes for preparation, I called case on the stage to deliver a short presentation I could see that she got various troubles in doing her task She spoke so soft that I had to ask her to speak louder several times While speaking, she used to move her feet and look down on the ground The sentences were made intermittently and quite short Sometimes, when she forgot what she had prepared, she touch her hair and smiled with her peers When being allowed to come back her seat, case showed a very happy feeling on her face CASE 2: WRITING FOR UNIT (THE STORY OF MY VILLAGE) Actually, case did not perform well for his task in this unit He was required to talk about his opinions about how to improve roads in the village, and he could not talk much about it What he had to was making a short speech about what people could to improve the roads in the village However, he just stated some very simple and isolated sentences, such as "I will widen the road", "I will forbid the trucks", "I will build a cross bridge" In some moments, he was seen to look around for asking help from peers, whether they might provide him any idea III APPENDICE C: SAMPLES OF STUDENTS' JOURNAL WRITINGS CASE 1: ENTRY FOR UNIT (UNDERSEA WORLD) Hôm bị giáo gọi lên nói trước lớp Mặc dù tối qua chuẩn bị sẵn sàng cho hôm không hiểu lúc đứng lên nói lại hết tự tin Mình biết chuẩn bị khơng tệ nói nhỏ q, lại khơng biết nhấn mạnh vào phần quan trọng phải nhìn vào giấy đọc khơng nhớ hết nội dung nên điểm Lúc lên bảng khơng dám nhìn xuống lớp, khơng dám nhìn giáo đứng bên canh Mình cố gắng để kết thúc nói cách nhanh Nhìn Minh Anh Trung Anh trình bày trước lớp cách tự tin, không rụt rè chút muốn có chút dũng khí bạn Mỗi lần có nói, tim đập nhanh, căng thẳng, sợ bị gọi Nhiều lần đầu có sẵn ý nghĩ diễn đạt gọi mình, đứng lên quên hết Nhiều lúc khơng biết diễn đạt vốn từ vựng ít, ấp úng khơng nói Với lại nhát q, khơng có khả nói nên ngại nói trước đám đông CASE 2: ENTRY FOR UNIT (THE STORY OF MY VILLAGE) Hơm gọi lên bảng lần hai lần đứng lên trả lời câu hỏi Thật thuyết trình khơng có thời gian chuẩn bị kĩ nên câu từ chưa chu lượng thông tin tạm Khi lên trình bày lại cảm thấy rối bạn trước làm tốt phần họ, nên lên bảng hồi hộp Khi phải đứng trước bục giảng nhìn xuống bạn, thấy căng thẳng Một phần chưa có nhiều kĩ nói trước lớp không quen nhiều mắt đổ dồn vào mình, mong đợi điều Mình sợ quên viết nên phải mang giấy theo Mình sợ căng thẳng nói sai ngữ pháp hay phát âm sai Khi trình bày xong, có nhận xét sửa lỗi Thực sợ phần dù biết sửa để giúp khơng mắc lỗi thấy xấu hổ với bạn nhiều lỗi Mình lo lắng để lại ấn tượng không tốt cho 40 người IV đứa học lần sau lên nói người nhớ lỗi sai đó, chưa kể đến việc bị bạn trêu chọc V ... competence of high school learners Therefore, I decided to conduct a case study on the topic: "Factors causing students' anxiety in English speaking classes in Le Quy Don High School, Dong Da, Hanoi. "... at Le Quy Don High School They have been learning English since 3rd grade; however, they are non major English students at my school During years of learning English in primary and secondary schools,... study In order to explore high school students' English speaking anxiety in classes, this study investigated and analyzed non major English students at Le Quy Don high school because the researcher