A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability

Kriangkrai, Yaikhong; Usaha, Siriluck

doi:10.5539/elt.v5n12p23

Cited by 58 publications

(74 citation statements)

References 24 publications

(30 reference statements)

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“…Her results proved the validity of FLCAS, revealing a significant negative correlation between FLCAS scores and final grades among American second-year Japanese Students. Yaikhong and Usaha (2012) developed an EFL Public Speaking Class Anxiety Scale (PSCAS) in Thai context, and the factor analysis results revealed that the PSCAS included the components of communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in a public speaking class. Second language students suffer different levels of anxiety in speaking classes (Liu, 2006), and five factors causing speaking-in-class anxiety were found in a case study conducted by Mak (2011) based on Foreign Language Classroom Anxiety Scale (FLCAS), saying, speech anxiety, fear of negative evaluation, fear of failing the class, uncomfortableness when speaking with native speakers and negative attitudes towards the English classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context

Tian¹

2019

HES

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The purpose of this study is to examine Korean students’ anxiety in classroom presentations in tertiary educational context through classroom observation, self-reported questionnaire and semi-structured interview. In the stage of classroom observation, the potential responsivities relating with anxiety were explored through the analysis of fieldwork notes; the questionnaires were filled out by the students after they finished their presentations to unveil the students’ perceptions of their anxiety and the causes for such anxiety; the semi-structured interview was carried out to provide further evidence for the above findings. The research participants were twenty two students majoring in English education in a Korean national university. The research findings indicated that Korean students suffered different degree of anxiety in the course of classroom presentations; the major responsivities to anxiety included repeatedly occurring subconscious behaviors, silence, speech disruptions and slow rate of speaking and so forth. Concerning the causes arousing anxiety in classroom presentations, there were four major sources, consisting of negative attitude towards classroom presentations, preparation time, language proficiency, negative feedback from peers, while other factors like making mistakes, attention from audience, and teachers’ feedback were not the major source for students’ anxiety. These research findings should shed new light on classroom teaching for language teachers to improve their curriculum design to relieve students’ anxiety in classroom presentations.

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Section: Literature Reviewmentioning

confidence: 99%

Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context

Tian¹

2019

HES

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“…In closed-question questionnaire, there's a predictable small list of answers (Bruce, 2004). Reviewing literature (Alrabi, 2014;Horwitz et al,1986;Yaikhong & Usaha, 2012) related to FL/L2 speaking anxiety, the researchers designed a closed-question questionnaire consisting of four categories 'Physical Changes', 'Negative Feelings', 'Low Thinking Ability', and 'Negative Behaviors'. The questionnaire items required multiple choice answers with a five-point Likert scale: 1=Strongly Agree, 2=Agree, 3=Uncertain, 4=Disagree, and 5=Strongly Disagree.…”

Section: A Closed-question Questionnairementioning

confidence: 99%

“…An open-question questionnaire is utilized when the participants' answers are not suggested in the question, and the participants may provide long full answers (Bruce, 2004). After examining some relevant studies (e.i., Alrabi, 2014;Horwitz et al, 1986;Yaikhong & Usaha, 2012), the researchers designed an open-question questionnaire. The questionnaire included the following question: Why do you feel anxious when speaking English?…”

Section: A Closed-question Questionnairementioning

confidence: 99%

Speaking Anxiety Level of Gaza EFL Pre-service Teachers: Reasons and Sources

Hammad¹,

Ghali²

2015

WJEL

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Though speaking is perceived to be the most anxiety-provoking element of foreign and second language (FL, L2) education (Marzec-Stawrarska, 2015),very limited research has been conducted on this issue in the Palestinian English as a foreign Language (EFL) context. The present study's purpose was identifying Gaza EFL pre-service teachers' speaking anxiety level and the reasons behind such anxiety. For achieving the study purposes, 279 students were asked to respond to a closed-question questionnaire, 61 students completed an open-question questionnaire, and six EFL instructors were interviewed in this study. Analyzing the data, results showed that Gaza EFL pre-service teachers' speaking anxiety level was high, and the potential sources for such anxiety included teachers' inappropriate procedures, students' inability to use only-English in English classes, students' fear of negative evaluation, and students' sensitivity to teachers' correcting comments. Finally, the study presented some relevant suggestions and implications for reducing Gaza EFL pre-service teachers' speaking anxiety.

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“…Among these seven items, six reflected speaking anxiety. In fact, because FLCAS primarily focused on oral activities (Aida, 1994), previous studies often used it to measure speaking anxiety (Burden, 2004;Mohammadi & Mousalou, 2012;Tallon, 2006;Yaikhong & Usaha, 2012). To formulate our initial speaking anxiety scale, we selected 14 items (8 from FLCAS and 6 from heritage items).…”

Section: Instrumentationmentioning

confidence: 99%

Exploring Heritage Language Anxiety: A Study of Chinese Heritage Language Learners

Yang

Wong

2014

The Modern Language Journal

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The rapidly increasing population of heritage students within the recent expansion of Chinese language education leads us to explore anxiety levels specific to Chinese heritage language (CHL) learners. This study examines the anxiety profiles of 87 CHL learners, enrolled in separated heritage-track courses at two U. S. universities, from a larger sample of 192 Chinese language students. The results indicate that of the four language skill-based activities, writing provokes the most anxiety in CHL learners, and students' avoidance behavior was found to be strongest in the three subcomponents of writing anxiety. At the same time, correlations with the other three skill-based anxieties were the weakest, revealing the complex construct of CHL writing anxiety. Factor analysis and regression procedures indicate that a large portion of CHL writing anxiety is explained not only by factors of the second language writing process but also by factors associated with the learners' heritage identity. Finally, suggestions for a Heritage Language Anxiety Scale and pedagogical implications for CHL writing instruction are provided.

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A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability

Cited by 58 publications

References 24 publications

Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context

Anxiety in Classroom English Presentations: A Case Study in Korean Tertiary Educational Context

Speaking Anxiety Level of Gaza EFL Pre-service Teachers: Reasons and Sources

Exploring Heritage Language Anxiety: A Study of Chinese Heritage Language Learners

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