English Language Anxiety: Development and Validation of a Brief Measure

Ali, Mustafa

doi:10.17220/ijpes.2017.02.005

Cited by 9 publications

(2 citation statements)

References 19 publications

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“…This study used the survey method to determine English language speaking anxiety, self-confidence and perceived ability in English oral communication among science and technology undergraduate students. Based on the related literature, items measuring Foreign Language Anxiety Scale (FLAS) were pooled from previous studies (Ali, 2017, McCroskey, 1970Pappamihiel, 2002;Yim & Yu, 2011) while items measuring Confidence and Task Difficulty were based on a questionnaire that was developed to measure confidence and task difficulty in oral proficiency testing, a study by Kassim and Zubairi (2003). The Common European Framework of Reference (CEFR) Can-Do Statement rubrics was applied to measure the perceived ability.…”

Section: Methodsmentioning

confidence: 99%

English Language Speaking Anxiety, Self-Confidence and Perceived Ability among Science and Technology Undergraduate Students: A Rasch Analysis

Badrasawi¹,

Kassim²,

Zubairi³

et al. 2021

JSSH

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The purpose of this paper is to analyse English language speaking anxiety, self-confidence, and perceived ability in English oral communication among Science and Technology undergraduate students. It also aims to identify any significant differences in these constructs based on selected students’ demographic variables. The study employed the survey method with a 41-item questionnaire administered to a voluntary response sample of three hundred 3rd and 4th-year science and technology undergraduates from three Malaysian public universities. The Polytomous Rasch model was used to analyse the data. The analysis showed that the participants experienced English speaking anxiety, low confidence, and high perceived ability in English oral communication. There were significant mean differences in English speaking anxiety across the type of university as well as in confidence and perceived ability based on academic program. The participants were more confident and could perform better in familiar situations and communicate on familiar topics to familiar audiences. The findings suggest that the participants need more training on English oral communication. More authentic situations are also needed for them to practise and improve their proficiency levels. Other suggestions include providing lecturers with training modules, re-assessing the current language policies, and implementing certain programmes at the tertiary education level. Language programmes could be directed towards more social situations to enable undergraduates to make English a social practice, lower English speaking anxiety, and boost confidence.

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Section: Methodsmentioning

confidence: 99%

English Language Speaking Anxiety, Self-Confidence and Perceived Ability among Science and Technology Undergraduate Students: A Rasch Analysis

Badrasawi¹,

Kassim²,

Zubairi³

et al. 2021

JSSH

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show abstract

“…Because anxiety can significantly impact English speaking, it is crucial to understand students' anxiety levels. Previous researchers like Al Nakhalah (2016), Ali (2017), and (Hadi et al, 2020) have analyzed English language anxiety issues among students. Most research findings indicate that students face challenges when they have an extensive vocabulary but find it difficult to articulate words.…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ Speaking Anxiety in Story Completion Technique In EFL Classroom

Viviana,

Samsi

2023

J. Edu. For. Sustainable Inno

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Speaking is a form of speech act in the form of sounds produced by the speech apparatus accompanied by body movements and facial expression. Unfortunately, many students find it difficult to practice this because of excessive anxiety. One example of anxiety that we often encounter is public speaking anxiety. Anxiety is a tendency where a person is reluctant to his abilities. In this research, the researcher will use case study design. The type of this research was descriptive qualitative. This research focused in investigated speaking anxiety with story completion technique in EFL Classroom. This research was conducted at a high school in West Bandung Regency. Researchers chose this school because researchers are alumni of this school.The results of the analysis, In short, we can consider that speaking is one of the instruments to talk to each of them others in everyday life, because human life speaks very important because we can provide insights, data, news, thoughts. However, speaking in English for students is difficult because students need to communicate in other dialects with high self-confidence.However, students must be active in the classroom because speaking skills can improve with practice. They must also pay attention and respect each other not laugh at anyone when he makes a mistake in speaking. Students must be aware that making mistakes means the teaching and learning process is ongoing.

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The impact of mental disturbance on second language learning psychology among Chinese undergraduate students: a structural equation modelling analysis

Zhang

2022

Curr Psychol

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Recent developments in the field of second language acquisition have led to a growing interest in exploring the influential power of domain-general psychological properties in the L2 learning context. Several attempts have been made to elucidate the impact of properties such as boredom, resilience and enjoyment, etc. However, the association between psychopathology and second language learning psychology has received scant attention and has not been closely examined. Hence, the current study aims to explore the impact of mental disturbance on second language learning psychology and delineate the influential trajectory, by referring to the network approach as the theoretical foundation. Participants were 173 Chinese speakers of L2 English. By performing correlation analysis and structural equation modelling analysis, this research revealed that mental disturbance had a significant positive impact on L2 anxiety and a significant negative impact on L2 autonomy and L2 self-efficacy. L2 anxiety and L2 autonomy acted as mediating roles in the impact of mental disturbance on L2 self-efficacy, in which a chain mediation trajectory was detected. An expanded network approach was thus advanced. Pedagogical implication and future research were identified and discussed.

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English Language Anxiety: Development and Validation of a Brief Measure

Cited by 9 publications

References 19 publications

English Language Speaking Anxiety, Self-Confidence and Perceived Ability among Science and Technology Undergraduate Students: A Rasch Analysis

English Language Speaking Anxiety, Self-Confidence and Perceived Ability among Science and Technology Undergraduate Students: A Rasch Analysis

Exploring Students’ Speaking Anxiety in Story Completion Technique In EFL Classroom

The impact of mental disturbance on second language learning psychology among Chinese undergraduate students: a structural equation modelling analysis

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