English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

Mohtasham, Leila; Farnia, Maryam

doi:10.29252/ijree.2.4.66

Cited by 27 publications

(47 citation statements)

References 13 publications

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“…The result shows that students in Jagobiao National High School are sometimes experiencing anxiety in oral recitation. This result is in line with the findings of Mohtasham and Farnia (2017) who found out that the students' anxiety has an effect on the performance in school of the students. Lian and Budin (2014) also found out that the students are moderately anxious in terms of English language.…”

Section: Journal Of Social Science Studiessupporting

confidence: 92%

Class Size and Students’ Anxiety in Oral Recitation

Moneva¹,

Acibar²,

Monding³

2020

jsss

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Anxiety is one of the greatest challenges that faced by the students nowadays. Anxiety can affect the student’s productivity, performance and academic achievement in many ways. Class size plays an important role on learning of the students. Students who belong to the large or small class size can surpass this problem, it may give their co-classmate a confidence and courage in facing the anxiety they felt. This study intends to determine the association between the class size and student’s anxiety in oral recitation of Jagobiao National High School. This research work uses a descriptive design with likert’s scale questionnaire as being used for gathering data. After the data were being gathered, the data were then analyzed using weighted mean and chi-square in determining the relationship between the class size and anxiety in oral recitation. 300 randomly selected students from Jagobiao National High School- Junior High School Cebu City, Philippines were asked to participate. The result of the study indicates that the class size in Jagobiao National High School has a range of forty-six to fifty students, the result revealed that the students have anxiety in oral recitation and the students’ level of anxiety is slight to extremely anxious and it is also revealed that there is no association between class size and students’ anxiety in oral recitation

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Section: Journal Of Social Science Studiessupporting

confidence: 92%

Class Size and Students’ Anxiety in Oral Recitation

Moneva¹,

Acibar²,

Monding³

2020

jsss

View full text Add to dashboard Cite

show abstract

“…As a consequence, the form of anxiety is Mixed Anxiety (MA). Aside from Fajkowska, M., et al which identified these symptoms, Mestan (2017); Mohtasham & Farnia (2017); Anandari (2015); Januariza & Hendriani (2016), noticed signs of anxiety while speaking class that "fear" of making an error was among the roots of the problem. Hence, although the media is beyond of student's ability in the listening section, though it is still quite a matter to engage the easiness of the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…A study at Turkish High School conducted by Mestan (2017) revealed that oral anxiety stems from negative emotions and fear of making mistakes in oral assessment class. Moreover, according to Mohtasham & Farnia (2017) oral English anxiety is caused by concerning to grammar or pronunciation mistakes, insufficient framework consciousness, and worry of missing appearance forward the class. In line with this, most of them appear in oral classes and the most anxiety-causing cause is the feeling fear of making mistakes (Januariza & Hendriani, 2016), feeling uncomfortable, fear until shame (Anandari, 2015).…”

Section: Introductionmentioning

confidence: 99%

Anxiety Confronted by EFL Students in Instructional Listening Class

Iftanti

Prastiyo

2021

Ta'dib

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The barrier of learning listening is experienced by students that make them feel anxious. Consequently, it easily effects their performance during listening class. Therefore, this study is aimed to describe the anxiety types and causes of anxiety confronted by EFL students in listening class at university level. To accomplish this aim, Qualitative research designs was applied by the researchers. The research subjects were English Department Students in IAIN Tulungagung. The research data were obtained through observation in listening class and in-depth interviews to the six most anxious informants. Then, the collected data was analyzed by data reduction, data presentation, and conclusion drawing. In order to check trustworthiness of data, theoretical and methodological triangulations applied. The result of this study was revealed that there were six symptoms of anxiety confronted by the students in listening class, that were categorized as the type of Arousal Anxiety (ArA), Apprehension Anxiety (ApA), and Mixed Anxiety (MA) also revealed five causes of anxiety. Those results inform the lecturer to be understood about students’ anxiety and start to create the joyful learning in listening class so that they are more comfortable following the class.

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“…Furthermore, the result of the study shows that anxiety increase in EFL learners when speaking with native speakers. Mohtasham and Farnia (2017) have claimed in their research that students feel anxiety when they speak in front of classmates and teacher and When they an important speech they feel uncomfortable.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University

Anwari¹

2019

aijelr

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The present study has been conducted to investigate the causes of English language speaking anxiety among EFL learners at Kandahar University. Furthermore, the second goal of the study to investigate the negative effects of speaking anxiety. This study uses a quantitative research approach. Similarly, the questionnaire had two parts the first part had comprised 14 items and the second part 7 items and applied randomly. Besides, the data analyzing was performed in SPSS (version, 24) and bring out the mean and standard division. Finally, the findings revealed those factors which caused EFL learners to feel anxiety during English speaking and numbered as follow: (1) I feel fear of making pronunciation mistakes, (2) I am afraid that my classmates will laugh at me when I speak English. (3) I feel worried during Performing communication orally. In addition, the following factors are the negative effects of anxiety on learners: (1) Anxiety limits my speaking fluency, (2) Anxiety causes me to become under pressure during presentation and (3) Anxiety decreases my oral performance and self-confidence.

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English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions

Cited by 27 publications

References 13 publications

Class Size and Students’ Anxiety in Oral Recitation

Class Size and Students’ Anxiety in Oral Recitation

Anxiety Confronted by EFL Students in Instructional Listening Class

Investigating the Causes and Negative Effects of English Language Speaking Anxiety: A Case Study among EFL Learners at Kandahar University

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