Foreign language learning anxiety

Kráľová, Zdena; Soradova, Daniela

doi:10.17846/sen.2015.91-100

Cited by 11 publications

(7 citation statements)

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“…Both quantitative and qualitative methods used for anxiety research have shown that anxiety exists in almost every aspect of SL/FL learning and changes over time (Gregersen, 2020;Liu & Xiangming, 2019;Lu & Liu, 2015;MacIntyre & Gardner, 1994). Speaking publicly in the target language has always been found to be particularly anxiety-provoking for many SL/FL students, even those who feel little stress in other aspects of language learning (Horwitz et al, 1986;Králová, 2016;Liu & Xiangming, 2019;MacIntyre & MacDonald, 1998). The speech of anxious students is often accompanied by blushing, trembling hands, pounding heart, and headache (Cohen & Norst, 1989).…”

Section: Literature Review Foreign Language Speaking Anxietymentioning

confidence: 99%

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Liu

2021

JLE

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This research study explored the changes in and effects of TED talks on Chinese postgraduate students’ English speaking performance and speaking anxiety over a period of 10 weeks. In this research, TED talks were used as a learning mode to provide a quasi-realistic sociocultural context for speaking English. 166 students from the experimental group using TED talks and 156 in the conventional mode participated in the quasi-experiment. They made eight-minute oral presentations and answered the 12-item English Speaking Anxiety Scale prior to and after the experiment. Analyses of the data revealed three major findings: 1) both the experimental and control groups did significantly better in English speaking performance and became significantly less anxious about speaking English over the 10-week period, 2) the experimental group did significantly better in move structure and were significantly less anxious about speaking English than the control group at the end of the 10-week period, and 3) the learning modes had a significant effect on students’ move structures of oral presentations but had no effect on their oral presentation performance and English speaking anxiety. These findings support the benefit of supplementing EFL (English as a foreign language) teaching and learning with TED talks and other similar virtual situated learning. Thus, the present study not only contributes to the current literature, which is short of studies on the effects of technology on SL/FL teaching and learning and the dynamic characteristic of the emotions associated with SL/FL learning, but also suggests that virtual situated learning like TED talks should be incorporated into SL/FL teaching and learning.

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Section: Literature Review Foreign Language Speaking Anxietymentioning

confidence: 99%

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Liu

2021

JLE

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“…These findings open the space for working with foreign language anxiety during university preparation of future teachers (Cf. Kráľová, 2016).…”

Section: Results and Interpretationsmentioning

confidence: 99%

Preparedness of future English teachers as a prerequisite of their professional well-being

Kovacikova¹,

Harťanská²

2022

ERL Journal

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Qualified English teachers in Slovakia need to earn a master degree in teaching. Their university study in bachelor and master years contain theoretical courses in English linguistics, culture, literature, and English teaching methodology accompanied with compulsory teaching practice. Practicum or teaching practice performed at local training schools are supervised by teacher trainers who cooperate with university methodology teachers. The preparedness of university graduates for their real professions has been recently questioned and criticized by educational authorities and public blaming insufficient or prevailing theoretical university preparation. This paper sheds light on the teaching practice of the future English teachers in Slovakia in order to establish their professional well-being. In particular, it discusses the views of the English teacher trainers collected from interviews on the preparedness of university students (pre-service English teachers) for their teaching professions. The qualitative type of the research, a case study with participants -the interviewed teacher trainers on performance of university students was carried out in 2019. The results displayed in a SWOT analysis reveal the gaps that are to be filled by the university preparation. Moreover, the interpretations are based on the linguistic, intercultural and methodological aspects of preparedness that can mirror the challenges in the university preparation of future English teachers in Slovakia. The results and interpretations might contribute towards building professional well-being within European standards of English teachers and their university preparation and the balance between theory and practice.

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“…Language anxiety is a difficult and multifaceted phenomenon of self-perceptions, beliefs, feelings, and behaviours connected to language acquisition. It is characterised as a complicated and multidimensional phenomenon of self-perceptions, beliefs, feelings, and behaviours associated with language learning (Kralova, 2016). In the past years, research has shown that language is the specific type of anxiety mostly related with second language acquisition as asserted by Horwitz (2001), who claimed language anxiety can weaken learners' learning process in language learning and raise anxiety among learners.…”

Section: Language Anxietymentioning

confidence: 99%

English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students

Ramarow¹,

Hassan²

2021

ASS

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This study aims to identify the level of English language anxiety and level of motivation in speaking English among Malaysian Pre-University students. The research sample was composed of pre-university students in Selangor, Malaysia. Using a quantitative research method, the researcher distributed a survey questionnaire which was developed by adapting existing questionnaires by Pappamihiel (2002) for English language anxiety scale and Schmidt, Boraie, and Kassabgy (1996) for motivation. Results of the data analysis established there was a low level of English language anxiety in speaking English among pre-university students, and moderate level of motivation, yet the level of intrinsic motivation was slightly lower than the level of extrinsic motivation in speaking English among pre-university students. The results showed there was a significant correlation between English language anxiety and motivation in speaking language. However, there was no significant difference in gender for English language anxiety and motivation. There was a significant difference on races for English language anxiety and insignificant differences on races for motivation. The findings of this study may serve as a platform for school authorities and policymakers in developing motivation and reducing language anxiety among students.

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Foreign language learning anxiety

Cited by 11 publications

References 0 publications

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Changes in and Effects of TED Talks on Postgraduate Students’ English Speaking Performance and Speaking Anxiety

Preparedness of future English teachers as a prerequisite of their professional well-being

English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students

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