The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

Sadighi, Firooz; Dastpak, Mehdi

doi:10.7575/aiac.ijels.v.5n.4p.111

Cited by 65 publications

(69 citation statements)

References 7 publications

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“…They also feel that their ability in speaking is inferior compared to their peers. This is distinctive from other studies which suggest that students feel the highest level of anxiety on fear of negative feedback, fear of failure, fear of making mistakes, and limited vocabulary (Alsowat, 2016;Sadighi & Dastpak, 2017).…”

Section: Discussioncontrasting

confidence: 95%

“…Some studies which delved into the level of students' language anxiety have shown that students have had moderate to high level of foreign language anxiety (Alrabai, 2014; Alsowat, 2016; Burden, 200 4; Suleimenova , 2012; Tianjian, 2010). Within this level of anxiety, students most likely feel anxious in terms of the worry of negative feedback, making mistakes, and vocabulary limitation (Sadighi & Dastpak, 2017). However , it is also found that the degree of language anxiety between male and female students is relatively similar (Ozuturk & Hursen, 2013; Shabani, 2012).…”

Section: Language Learning Anxiety In Efl Classroommentioning

confidence: 99%

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Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Hadriana

2020

JSSR

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Many studies have delved into the connection between self-efficacy and language anxiety. However, the findings are somewhat inconsistent: self-efficacy has either positive, negative or no relationship at all with language anxiety. Therefore, this research aims to examine the relationship between students’ self-efficacy and language anxiety in learning speaking in EFL classroom. The subjects of this study were second-year English Department students at the University of Riau, Indonesia taking Speaking subject (N = 40). Data on their self-efficacy and language anxiety were collected through the questionnaire. The data analysis results reveal that the students have very good self-efficacy in speaking. They also show a moderate level of anxiety. However, statistical analysis reveals that there is no relationship between the two variables. Despite the limited number of participant, this finding is expected to shed a light on the contribution of self-efficacy and anxiety on learning speaking in EFL context. This finding suggests that although the self-efficacy and anxiety levels were similar with previous studies, there might be different patterns of relationship between these variables depending on the context. This implies that teachers should be aware of this before taking any measure to improve students speaking skills.

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Section: Discussioncontrasting

confidence: 95%

Section: Language Learning Anxiety In Efl Classroommentioning

confidence: 99%

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Hadriana

2020

JSSR

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“…Horwitz et al (1986), one of the first scholars dealing with the anxiety concept in language learning, investigated the speaking anxiety in relation to foreign language anxiety which is defined as "a distinct complex of self perceptions, feelings and behaviors related to classroom language learning arising from the uniqueness of the language learning process" (p.127). The related research studies showed that speaking anxiety causes stress, unintended performance and sometimes failure among language learners (Yahya, 2013;Sadighi & Dastpak, 2017). Similar findings have been reached by Liu (2007), it was found that the majority of the students felt somewhat anxious about oral English tests and that the more proficient students tended to be less anxious.…”

Section: Introductionmentioning

confidence: 61%

Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates

Köroğlu

2019

ALLS

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EFL learners’ oral proficiency plays an important role in the representation of their productive skills. Especially, English language learners’ speaking skills are considered as main reflection of their proficiency in foreign languages. Speaking in L2 is accepted as a vital competence for language teachers as well, who are going to teach the target language in the future. The related literature puts an emphasis on the assessment of speaking skills utilizing various techniques. However, the number of research studies, examining how dynamic assessment (DA), especially the interventionist model of dynamic assessment, can be utilized as a technique in the assessment of L2 speaking performance, is relatively limited. Thus, the main aims of the current research study are both to investigate the efficacy of the interventionist model of DA in the assessment of student teachers’ speaking skills performance and to figure out their attitudes towards dynamic assessment. The participants of the current research were 29 student teachers, enrolled in the English Language Teaching Department of a state university in Turkey. To collect the quantitative data questionnaire survey was adopted and utilized as a checklist due to the number of the participants. On the other hand, to collect the qualitative data, a written structured interview was administered to the participants. The data were analyzed with the SPSS package and through the content analysis method. The findings of the current research revealed that participants were satisfied with the interventionist model and developed positive attitudes towards this assessment type. The participants stated that the interventionist dynamic assessment provided an authentic, creative and relaxing atmosphere, which decreased the level of their speaking anxiety. It can be asserted that DA can be administered to test foreign language speaking performance in language classrooms. Additionally, it was concluded that the interventionist model sustained and boosted the student teachers’ oral skills achievement.

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“…EFL learners are confronted with a lot of problems that negatively affect mastering English skills (Sadighi & Dastpak, 2017). Among those obstacles is the task of correct and fluent pronunciation.…”

Section: Resultsmentioning

confidence: 99%

Difficulties Encountered by Arab Students in Pronouncing English Correctly

Abugohar

Yunus

2018

IJELS

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Since spoken language is the most important channel of communication, it is supposed to be the first skill to master when learning a language. However, in English as a Foreign Language (EFL) context, learners encounter various problems limiting their abilities. One of the remarkable phenomena in English as a foreign language (EFL) learning is the inability of most students to utter English correctly and fluently. The present study investigates the difficulties that hamper high school students from pronouncing English vocabulary and simple sentences correctly and fluently. This research was carried out in an attempt to assess the English course outcomes that were reflected in learners disabilities of correct and fluent English pronunciation. The data were collected through surveying second-year high school students’ responses to two instruments. A questionnaire was addressed to a sample of 100 Saudi male students from 4 secondary schools, and semi-structured interviews with 5 students from the population were conducted to provide deeper diagnosis regarding problems of English pronunciation. In order to provide further details about the subject studied, analyses of the syllabi are presented. The study recommends remedial pronunciation activities, practice of confusing words, and phonics practices throughout the course.

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The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

Cited by 65 publications

References 7 publications

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates

Difficulties Encountered by Arab Students in Pronouncing English Correctly

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