Tìm hiểu những yếu tố gây sự lo lắng khi học nói của sinh viên không chuyên tiếng anh năm thứ nhất ở trường cao đẳng phát thanh truyền hình i

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********* NGUYỄN THỊ THU HẰNG AN INVESTIGATION INTO FACTORS CAUSING THE NON-ENGLISHMAJOR FRESHMEN’S ANXIETY IN SPEAKING AT BROADCASTING COLLEGE I, PHU LY CITY, HA NAM PROVINCE AND SOME SOLUTIONS (Tìm hiểu yếu tố gây lo lắng học nói sinh viên khơng chun tiếng Anh năm thứ trường Cao đẳng Phát - Truyền hình I, thành phố Phủ Lý, tỉnh Hà Nam số giải pháp khắc phục) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Ha Noi, 2014 Hanoi, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********* NGUYỄN THỊ THU HẰNG AN INVESTIGATION INTO FACTORS CAUSING THE NON-ENGLISHMAJOR FRESHMEN’S ANXIETY IN SPEAKING AT BROADCASTING COLLEGE I, PHU LY CITY, HA NAM PROVINCE AND SOME SOLUTIONS (Tìm hiểu yếu tố gây lo lắng học nói sinh viên không chuyên tiếng Anh năm thứ trường Cao đẳng Phát - Truyền hình I, thành phố Phủ Lý, tỉnh Hà Nam số giải pháp khắc phục) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: TRẦN THỊ TUYẾT, PhD Ha Noi, 2014 DECLARATION I hereby declare that this thesis is entirely my own work I have provided fully documented references to the work of others The material in this thesis has not been submitted for assessment in any other formal course of study Ha Nam, September 2014 Signature Nguyễn Thị Thu Hằng i ACKNOWLEDGEMENTS First and foremost, I would like to express my most sincere thanks to my beloved supervisor, Dr Tran Thi Tuyet, for her expert guidance, invaluable advice and critical feedback, and continual encouragement without which the thesis would not have been successful Secondly, I would like to acknowledge my gratitude to all the lectures of the Faculty of Post-graduate Studies, University of Languages and International Studies of Vietnam National University, Hanoi for their useful lessons and assistance during my course from which I have benefited a lot for the accomplishment of this study I also wish to send my special thanks to my students, especially the first year students in 10 classes of the college of Broadcasting I Without their willingness to complete the questionnaires and participate in the interviews, this study could not have been conducted Last but not least, I would like to express my special thanks to my beloved extended family for their love and understanding, their constant encouragement and immeasurable support in the completion of this thesis ii ABSTRACT Anxiety is a common feeling experienced by foreign language learners, especially in learning to speak a foreign language This study was conducted with the aim to investigate main causes of speaking anxiety experienced by the non-English-major freshmen at Broadcasting College I The study involved 200 non-English-major students from 10 first-year classes at Broadcasting College I Both quantitative (questionnaires) and qualitative (semi-structured interviews) methods were applied in the study The findings showed that speaking anxiety did exist among the surveyed students Besides, it was revealed that the factors related to teachers‟ beliefs and teacher-student interactions appeared not to be major reasons for speaking anxiety among the majority of the students On the other hand, the students‟ communication apprehension, test anxiety, fear of negative evaluation, and negative self-perception of English ability were shown as highly anxiety-provoking factors for the non-English-major freshmen in speaking Based on the findings and the students‟ suggestions in the interview, the researcher recommended some solutions for the students and teachers to reduce the students‟ speaking anxiety iii TABLE OF CONTENTS DECLARATION…………… ……………………………… …… … i ACKNOWLEDGEMENT…….…………………………….……… …….ii ABSTRACT……………… ………………………………… … … iii TABLE OF CONTENTS … …………………………………… ……iv LIST OF ABBREVIATIONS .……………………………… …… vi LIST OF TABLES…… … …………………………………… …… vi PART ONE: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study Method of the study Design of the study PART TWO: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of anxiety 1.2 Types of anxiety 1.3 Foreign language anxiety 1.4 Effects of anxiety on learning 1.5 Possible causes of learning anxiety 1.5.1 Communication apprehension (CA) 10 1.5.2 Test anxiety 11 1.5.4 Learner‟s negative self-perception of English ability 12 1.5.5 Teacher beliefs 13 1.5.6 Teacher-student interactions 13 2.1 Setting 15 iv 2.2 Participants 15 2.3 Data collection 16 2.3.1 Instruments 16 2.3.1.1 Survey questionnaire 16 2.3.1.2 Semi-structured interview 17 2.3.2 Data collection procedure 17 2.4 Data analysis 18 CHAPTER 3: DATA ANALYSIS 19 3.1 Communication apprehension 19 3.2 Test anxiety 21 3.3 Fear of negative evaluation 22 3.4 Learner‟s negative self-perception of English ability 25 3.5 Teacher‟s beliefs about language teaching 27 3.6 Teacher-student interactions 29 4.1 Recommendations for the teachers 33 4.2 Recommendations for students 35 PART THREE: CONCLUSION 38 Summary of the study 38 Limitations of the study 39 Recommendation for further study 39 APPENDIX ……………………………………………………………….I v LIST OF ABBRIVIATION CA: Communication apprehension LIST OF TABLES Table 1: Speaking anxiety associated with communication apprehension Table 2: Speaking anxiety associated with test anxiety Table 3: Speaking anxiety associated with fear of negative evaluation Table 4: Speaking anxiety associated with learner‟s negative selfperception of English ability Table 5: Speaking anxiety associated with teacher‟s beliefs about language teaching Table 6: Speaking anxiety associated with teacher-student interactions vi PART ONE: INTRODUCTION Rationale Speaking is one of the four required skills in learning English, however a lot of students are not able to speak English, even though many of them have learned English for seven years It is believed that there are affective or emotional factors influencing the foreign language learning process Among various affective variables, such as attitude, anxiety, interest, motivation, inhibition, and self-esteem, “anxiety is quite possibly the affective factor that most pervasively obstructs the learning process” (Arnold & Brown, 1999, cited in Dornyei, 2005, p 198) Anxiety is defined as a feeling of uneasy suspense (Krashen, 1985) As a teacher of English at Broadcasting college I, from my own observations and experiences, I have noticed that the feeling of anxiety, apprehension and nervousness are common phenomena expressed by my first-year students in speaking classes Actually, many students keep silence in speaking classes and they are usually reluctant to take part in class activities Some students may be very good at writing or reading English but they fail to speak English fluently and naturally Some students state that they forget words when speaking in front of the class, and some claim that they not often speak in class as they are afraid of being evaluated by the teachers and their friends Some frankly admit that they feel stressful and anxious when speaking English These negative emotional factors seem to be a barrier that prevents students from actively participating in speaking activities and accordingly, make the outcome of oral English speaking unsatisfactory Anxiety has been a focus in research in foreign language learning since early 1970s with the ground-breaking research by the Canadian psychologists Gardner and Lambert Since then, many researchers (Bailey, 1983; Horwitz, Horwitz & Cope, 1986; Krashen, 1985; Crookall and Oxford, 1991; Aida, 1994; MacIntyre, 1995; MacIntyre & Gardener, 1989, 1991, 1994; etc) have consistently claimed that anxiety can impede foreign language production and achievement Although a number of studies have been conducted to seek out the nature of foreign language anxiety, few have been done on anxiety experienced by Vietnamese learners in their English learning process, especially in speaking skill Such situation has aroused my interest and inspired me to carry out a research on the topic: “An investigation into factors causing the non-English-major freshmen‟s anxiety in speaking at Broadcasting college I, Phu Ly city, Ha Nam province and some solutions.” Aims of the study The major purpose of the research is to investigate factors or causes that make non-English-major freshmen at Broadcasting college I stressful and anxious in English speaking classroom, and suggest some possible techniques to reduce their English speaking anxiety Research questions To fulfill the above aims, the study is carried out with an attempt to answer the following questions: What are the possible causes that make first-year non-English-major students at Broadcasting college I anxious in speaking English in class? What are the possible solutions to reduce students‟ anxiety in speaking English? Scope of the study FLA exits in the process of learning all four skills: Listening, speaking, reading and writing (Horwitz, Horwitz & Cope, 1986; Young, 1986; Aida, 1994; Cheng, Horwitz & Schallert, 1999; Cheng, 2002) However, only students‟ speaking anxiety is focused on in this research with its causes REFERENCES Aida, Y (1994) Examination of Horowitz, Horowitz, and Cope's construct of foreign language anxiety: The case of students of Japanese Modern Language Journal, 78, pp.155-68 Alpert, R., & Haber, R (1960) Anxiety in academic achievement situations Journal of Abnormal and Social Psychology Andrade, M., & Williams, K (2009) Foreign Language Learning Anxiety in Japanese EFL University Classes: Physical, Emotional, Expressive, and Verbal Reactions Sophia Junior College Faculty Journal Vol 29, 1-24 Arnold, J., & Brown, H D (1999) A map of the terrain In J Arnold, After in language learning (pp.1-24) Cambridge: Cambridge University Press Arnold, M (1999) Affect in Language Learning Cambridge: Cambridge University Press 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 Rowley, MA: Newbury House Balley, K M (2005) Practical English Language Teaching: Speaking McGraw Hill, Inc Brandl K (1987) Eclecticism in teaching communicative competence Unpublished master‟s thesis, University of Texas Brown, H D (2007) Principles of Language Learning and Teaching (5th Ed.) New York: Longman 10 Bus, A (1984) A conception of shyness In J Daly, & J McCroskey (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (pp 67- 80) Beverly Hills, CA: Sage 40 11 Chan, A Y., & Wu, G (2004) A study of foreign language anxiety of EFL elementary school students in Taipei Country Journal of National Taipei Teachers College, 17(2), pp 287- 320 12 Cheng, Horwitz, E K., & Schallert, D L (1999) Language anxiety: Differentiating writing and speaking components Language Learning, 49(3), 417-446 13 Cheng, Y S (2002) Factors associated with foreign language writing anxiety Foreign Language Annals, 35, 647-656 14 Cheng, Y S., Horwitz, E K., & Schallert, D L (1999) Language anxiety: differentiating writing and speaking components Language Learning, 49, 417-446 15 Cohen, Y & Norst, M.J (1989) Fear, dependence and loss of self-esteem: Affectivebarriers in second language learning among adults RELC Journal, 20, 61-77 16 Crookall, D & Oxford, R (1991) Dealing with Anxiety: Some Practical Activities For Language Learners and Teacher Trainees In Language anxiety: From theory and research to classroom implications, edited by E.K Horwitz and D.J Young pp 141-150 Upper Saddle River, NJ: Prentice Hall, Inc 17 Daly, J., Cauhlin, J & Stafford, L (1997a) Correlates and Consequences of Social-Communicative Anxiety In J Daly, J McCroskey, J Ayres, T Hopf, & D Ayres (Eds.), Avoiding Communication: Shyness, Reticence, and Communication Apprehension (2nd ed.) 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Language Anxiety: From Theory and Research to Classroom Implications Englewood Cliffs, NJ: Prentice Hall, pp 15-24 44 47 Spielberger, C D (1966) Theory and research on anxiety In C D Spielberger (Ed.), Anxiety and behavior New York: Academic Press, (pp 3-20) 48 Tanner, R., & Green, C (1998) Tasks for Teacher Education A Reflective Approach London: Addison Wesley Longman Limited 49 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 Dissertation, University of Glasgow 50 Ying, Z (2008) Anxiety and Second/Foreign Language Learning Revisited Canadian Journal for New Scholars in Education, Volume 1, Issue 51 Young, D, J (1986) The relationship between anxiety and foreign language oral proficiency ratings In E.K Horwitz & D J Young (Eds.), Language Anxiey: From Theory and Research to classroom Implications New Jersey: Prentice- Hall Inc, pp 57- 64 52 Young, D J (1991) Creating a low- anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, pp 426- 439 45 APPENDIX Survey Questionnaire Các bạn sinh viên thân mến Tôi tiến hành nghiên cứu có tựa đề “Tìm hiểu yếu tố gây lo lắng học nói sinh viên không chuyên tiếng Anh năm thứ trường cao đẳng Phát thAnh- Truyền hình I, thành phố Phủ Lý, tỉnh Hà Nam số giải pháp khắc phục” Dưới câu hỏi với thông tin cần thiết để thu thập liệu tin cậy cho nghiên cứu, mong bạn đóng góp ý kiến Tôi xin cam đoan tất thông tin mà bạn cung cấp giữ bí mật tuyệt đối Xin chân thành cảm ơn hợp tác bạn I Thông tin chung: Giới tính:  Nam  Nữ Bạn học tiếng Anh bao lâu?  Ít năm  1- năm  Hơn năm  21-22 Hơn 22 Bạn tuổi?  18-20 II Nội dung khảo sát: Những nguyên nhân gây nên lo lắng cho sinh viên không chuyên tiếng Anh năm thứ học nói tiếng Anh: Hãy đánh dấu (√) vào câu trả lời tương ứng với ý kiến bạn: Hồn tồn đồng ý Tơi thấy lo lắng lớp học nói tiếng Anh so với môn I Đồng ý Đồng ý phần Không đồng ý Hồn tồn khơng đồng ý khác (I feel more nervous in speaking English class than in other classes) Tôi thường thấy run tim đập mạnh biết bị gọi để trả lời câu hỏi tiếng Anh.) (I tremble and feel my heart pounding when I am going to be called on to answer questions in English Hồn tồn đồng ý Tơi thấy ngại ngùng giơ tay phát biểu lớp học (It embarrasses me to volunteer answers in my language class.) Tôi trở nên lo lắng biết cô giáo cho điểm học nói (I get anxious when I know I will be graded in English speaking class.) Tôi cảm thấy lo lắng bị II Đồng ý Đồng ý phần Không đồng ý Hồn tồn khơng đồng ý điểm nói (I feel anxious when I get low marks in speaking.) Tơi sợ bị chê cười mắc lỗi sai nói tiếng Anh (I am afraid of being laughed at by others when I make mistakes in speaking English.) Tơi sợ bạn lớp có cảm nhận khơng tốt tơi tơi nói tiếng Anh không tốt (I am afraid that the other students will have bad impressions on me when I speak English in front of the class.) Tôi sợ thái độ gay gắt giáo viên tơi nói sai.) (I fear hash manner of my teacher when I make mistakes in speaking English Tôi không cảm thấy tự tin thân nói tiếng Anh (I never feel quite sure of myself when I am speaking in my English III class.) Hoàn toàn đồng ý 10 Tơi ln cảm thấy bạn khác nói tiếng Anh tốt (I keep thinking that the other students speak English better than I do.) 11 Tơi ngại nói tiếng Anh tơi sợ trả lời sai.) (I am afraid of speaking English as I fear that I am going to give wrong answers 12 Tôi ngại nói tiếng Anh tơi sợ phát âm không chuẩn (I am afraid of speaking English as I fear mispronouncing English words.) 13 Trong học nói tiếng Anh, giáo viên nói chủ yếu, khơng dành đủ thời gian cho lớp luyện tập nói IV Đồng ý Đồng ý phần Khơng đồng ý Hồn tồn không đồng ý (My English teacher always does most of the talking in speaking lessons, so we don‟t have chances to practice.) 14 Quan tâm chủ yếu giáo viên nghe chúng tơi nói nhằm sửa lỗi (The role of my English teacher during the speaking lesson is supposed to constantly correct students‟ mistakes.) 15 Trong học nói tiếng Anh, giáo viên đặt yêu cầu cao khiến cảm thấy bị áp lực (I feel stressed in English speaking lessons because my teacher‟ requirements are too demanding.) Hoàn toàn đồng ý 16 Trong học nói tiếng Anh, giáo viên thường ý đến người có học lực ưu tiên họ (During English speaking lessons, V Đồng ý Đồng ý phần Khơng đồng ý Hồn tồn khơng đồng ý my teacher concentrates on proficient students as a priority.) 17 Tôi thường khơng tích cực tiết học nói giáo viên tơi khơng nhiệt tình (I am often not active in speaking classes because of my teacher‟s unenthusiasm.) 18 Giáo viên nghiêm khắc giữ khoảng cách với sinh viên Điều làm khơng khí học tập căng thẳng (My teacher is strict and always keeps a distance from the students, which makes the learning atmosphere stressful) VI APPENDIX Interview Questions Trong học nói tiếng Anh lớp, em có cảm thấy lo lắng hay căng thẳng không? Khi cảm thấy lo lắng em thường có biểu gì? Nếu có nguyên nhân dẫn đến căng thẳng đó? Theo em tính cách em có tác động đến việc tham gia học nói tiếng Anh? Những đánh giá bạn lớp hay thầy/ giáo có ảnh hưởng tới việc tham gia nói em khơng? Cụ thể nào? Trong học nói tiếng Anh, em có cảm thấy lo lắng biết cô giáo cho điểm câu trả lời em? Nguyên nhân sao? Giáo viên em thường có hành động gây nên căng thẳng học nói tiếng Anh lớp em khơng? Đó hành động nào? Em có nhận xét mối quan hệ sinh viên giáo viên học nói tiếng Anh? Điều có ảnh hưởng đến khơng khí học tập lớp em? Theo em, tính cách giáo viên giúp giảm bớt căng thẳng học nói tiếng Anh? Và tính cách giáo viên làm khơng khí lớp trở nên căng thẳng? Khi mắc lỗi nói tiếng Anh, giáo viên em thường làm gì? Em cảm thấy giáo viên sửa lỗi theo cách đó? Theo em, giáo viên nên làm để giảm bớt căng thẳng học nói tiếng Anh? 10 Theo em, em có thể/ nên làm để chế ngự lo lắng học nói? VII APPENDIX FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE ( Horwitz, Horwitz & Cope 1986) SA= Strongly agree A= Agree N= neither degree nor disagree D= Disagree SD= Strongly disagree I never feel quite sure of myself when I am speaking in my foreign language class I don‟t worry about making mistakes in language class I tremble when I know that I‟m going to be called on in language class It frightens me when I don‟t understand what the teacher is saying in the foreign language classes It wouldn‟t bother me at all to take more foreign language classes During language class, I find myself thinking about things that I have nothing to with the course I keep thinking that the other students are better at languages than I am I am usually at ease during tests in my language class I start to panic when I have to speak without preparation in language class 10 I worry about the consequences of failing my foreign lanaguage class 11 I don‟t understand why some people get so upset over foreign language classes 12 In language class, I can get so nervous that I forget things I know 13 It embarrasses me to volunteer answers in my language class 14 It would not be nervous speaking the foreign language with native speakers VIII 15 I get so upset when I don‟t understand what the teachers is correcting 16 Even if I am well prepared for language class, I feel anxious about it 17 I often feel like not going to my language class 18 I feel confident when I speak in foreign language class 19 I am afraid that my language teacher is ready to correct every mistake I make 20 I can feel my heart pounding when I‟m going to be called on in language class 21 The more I study for a language test, the more confused I get 22 I don‟t feel pressure to prepare very well for language class 23 I always feel that the other students speak the foreign language better than I 24 I feel very self self conscious about speaking the foreign language in front of other students 25 Language class moves so quickly I worry about getting left behind 26 I feel more tense and nervous in my language class than in my other classes 27 I get nervous and confused when I am speaking in my language class 28 When I am on my way to language class, I feel very sure and relaxed 29 I get nervous when I don‟t understand every word the language teacher says 30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language 31 I am afraid that the other students will laugh at me when I speak the foreign language 32 I would probably feel comfortable around native speakers of the foreign language 33 I get nervous when the language teacher asks questions which I haven‟t prepared in advance IX ... NON-ENGLISHMAJOR FRESHMEN’S ANXIETY IN SPEAKING AT BROADCASTING COLLEGE I, PHU LY CITY, HA NAM PROVINCE AND SOME SOLUTIONS (Tìm hiểu yếu tố gây lo lắng học n? ?i sinh viên khơng chun tiếng Anh năm thứ. .. answers in their speaking classes It is evident that these feelings of apprehension obstruct the students in participating in the English speaking activities In the interviews, five of the six students... Factors causing English-major students‟ anxiety in speaking/ listening/ reading/ writing skill - Techniques and practical activities to deal with foreign language anxiety in speaking/ listening 39