The influence of personality and anxiety on the oral performance of Japanese speakers of English

Oya, Taeko; Manalo, Emmanuel; Greenwood, Jackie

doi:10.1002/acp.1063

Cited by 47 publications

(50 citation statements)

References 24 publications

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“…Woodrow (2006) argued that second language speaking anxiety to be a significant predictor of oral achievement. Oya et al (2004) found that there was significant correlation between extraversion and global impression scores, and state anxiety and clause accuracy scores. In keeping with Liu & Huang (2011), who reported that there are two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition.…”

Section: Previous Related Studiesmentioning

confidence: 91%

“…Numerous empirical studies have revealed that anxiety has relationship and influence on academic performance (Oya et al, 2004;Saito & Samimy, 1996;Young, 1986;& Vitasari et al, 2010). A range of factors was revealed to contribute to anxiety such as low English proficiency, lack of practice, personality, fear of making mistakes and being laughed at, competition, and lack of confidence (Liu, 2006).…”

Section: Anxietymentioning

confidence: 99%

“…Dealing with the quality of teaching English as a foreign language (EFL) in Indonesia, many researchers reported that the quality of teaching English is still low. One of the influential factors contributing to the low English proficiency is anxiety (Vitasari et al, 2010;Woodrow, 2006;Oya et al, 2004;Abu-Rabia, 2004;Arjanggi et al, 2016). Trang, Moni & Baldauf (2012) reveal that there are a variety of factors that might influence foreign language learning faced by a number of students when learning a foreign language; attitude, motivation, anxiety, and beliefs.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between study anxiety and academic performance among English students

Weda¹,

Sakti²

2018

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This study explores the relationship between study anxiety and academic performance among English students at Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. A total 116 students, 96 females and 20 males students participated in this study. This study focuses its investigation on a significant correlation of students' study anxiety and their academic performance. There were two types of instruments used, a questionnaire and a test. The study anxiety level was measured using Sansgiry and Sail's Test Anxiety Measurement (TAM). Meanwhile, students' academic performance was measured using Grade Pont Average (GPA). The results revealed that there was a significant correlation of high level anxiety and low academic performance among English students at Faculty of Languages and Literature Universitas Negeri Makassar, with significant correlation (p=0.011) and the correlation coefficient is small with r= 0.235. Further studies in a wide variety of settings with students who have different socio economic background, gender, motivation, achievement, and other disciplines with students' study anxiety are recommended.

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Section: Previous Related Studiesmentioning

confidence: 91%

Section: Anxietymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The relationship between study anxiety and academic performance among English students

Weda¹,

Sakti²

2018

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“…Toeko Oya (2004) explored the relation between personality and anxiety characteristic of Japanese students and their oral performance in English. Participants were 73 native speakers of Japanese who were studying English.…”

Section: Literature Reviewmentioning

confidence: 99%

The Relationship between Self-esteem, Personality Type and Reading Comprehension of Iranian EFL Students

Bagheri¹,

Faghih²

2012

TPLS

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Abstract-This study aimed at investigating the relationship between self-esteem, personality type and reading comprehension of Iranian EFL students. Data of this study were collected by administering a questionnaire of self-esteem including three sections: global self-esteem, situational self-esteem and task self-esteem, questionnaire of personality type measuring extroversion and TOEFL reading comprehension test that were prepared by the researcher. The instruments were administered to a random sample from English Institutes. The sample consisted of 55 students (13 males and 42 females). Pearson Coefficient-Moment Product Correlation was used to determine the relationship between variables. Results of the study revealed that there was a positive relationship between overall self-esteem and reading comprehension, and overall self-esteem and personality type, in general. Likewise, positive relationships between situational and task self-esteem with reading comprehension were shown but there wasn't a significant relationship between global self-esteem and reading comprehension. Also the relationship between personality type and reading comprehension was insignificant.

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“…In fact, in this study, filled pauses did not significantly correlate with any of the factors examined, including those relating to language contact. And looking at previous studies on second language oral performance that have employed filled pauses as a measure of fluency [32,33] reveals that this measure has also failed to show correlations with assessments of personality and anxiety. It may therefore simply be the case that filled pauses is not a useful measure of speaking fluency.…”

Section: The Usefulness Of Vocabulary Knowledge: Having the Words To Saymentioning

confidence: 99%

The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

Oya¹,

Manalo²,

Greenwood³

2009

TOALJ

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This study examined the influence of language contact and vocabulary knowledge on the speaking performance of 73 Japanese students in English language schools in New Zealand. The participants completed a language contact profile questionnaire and a vocabulary test, and were administered a story retelling task (which constituted the measure of speaking performance). The results revealed that vocabulary knowledge correlated with fluency, accuracy, complexity, and global impression aspects of speaking performance. Time spent on the following were also found to correlate positively with various aspects of speaking performance: studying English, staying in English-speaking countries, speaking English outside of school, speaking English with non-native English speakers, and reading. In contrast, time spent watching television was found to negatively correlate with speaking accuracy.

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The influence of personality and anxiety on the oral performance of Japanese speakers of English

Cited by 47 publications

References 24 publications

The relationship between study anxiety and academic performance among English students

The relationship between study anxiety and academic performance among English students

The Relationship between Self-esteem, Personality Type and Reading Comprehension of Iranian EFL Students

The Influence of Language Contact and Vocabulary Knowledge on the Speaking Performance of Japanese Students of English

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