My age of anxiety pdf download

Wong in her three researches , and focusing on language anxiety and motivation to learn English among pre-service teachers. Overall, strategies such as more frequent use of English, preparation, and seeking social assistance were more often mentioned compared to self-encouragement, attention-diverting techniques positive self-talk, and relaxation techniques.

Besides, this study is also attempting to find strategies that could be used by Malaysian students or in other words second language learners on how to cope with language anxiety, which could give other perspectives on what Wong had done in her study. Gender and Language Anxiety Gender has been acknowledge by a few researchers to have certain degree of relationship with language anxiety. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English.

Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English. Rezazadeh and Tavakoli states that there is a correlation of anxiety with gender.

They conducted a survey to look into the relationship among gender, academic achievement, years of study, and levels of test anxiety. A statistically significant negative correlation was observed between test anxiety and academic achievement and there was no meaningful relationship between test anxiety and years of study. Lin asserted that there are comparisons of student responses to Foreign Language Classroom Anxiety Scale between the male and the female.

Generally the gender difference is greater in higher self-regulated types of motivation. There was no gender difference in the total scores for the FLCAS, which gives an impression that the overall anxiety level does not differ between men and women.

A closer examination shows that female students did, however, have substantially higher anxiety about not understanding everything taught in class. They are generally lower in helplessness and have a less negative attitude or in other words a more positive attitude towards the English class than male students, reflecting higher motivation to learn English. Anxiety levels were determined, and the relationship between Foreign Language Anxiety and gender, age, grade and language level was identified.

Statistical analyses reveal that participants had an average level of anxiety and females experienced more anxiety than males; age had a significant negative correlation with anxiety; lower grade students tended to have higher anxiety levels; lower level students tended to be more anxious. However, despite the higher level of anxiety experienced by female, they are more positive towards language learning and would use strategies to cope with their anxiety.

Language anxiety is a specific anxiety rather than a trait anxiety and therefore to measure this anxiety, findings concerning anxiety and language achievement have been relatively uniform, indicating a consistent moderate negative relationship between anxiety and achievement.

Poor language learning is a cause rather than a result of language anxiety Sparks and Ganschow, Anxiety is indeed a cause of poor language learning in some individuals and discusses possible source s of this anxiety, including difficulty in authentic self-presentation and various language teaching practices. They found that language anxiety actually differed across proficiency levels.

Advanced learners showed higher levels of anxiety than beginning and intermediate learners. There was an interrelation between language anxiety and course achievement. There was a medium level of language anxiety among most participants, with no significant effect on course achievement.

The results show that language anxiety and achievement are negatively related to each other. Lan studied the relationship between foreign language anxiety beliefs of language learning and English learning achievement. From the findings, the existence of anxiety among the participants and demonstrate that the strongest of the five factors influencing language learning belief is the belief of motivation and expectations.

Belief of difficulty of language learning, motivation and expectations were significantly correlated with English learning achievement. In addition, communication apprehension, test anxiety, negative evaluation and overall foreign language anxiety all demonstrate significant inverse relationships with English learning achievement. The belief of the difficulty of language learning was significantly inversely correlated with communication apprehension, test anxiety and negative evaluation, a significant correlation exists between learning and communication strategies and negative evaluation.

Belief of motivation and expectations was significantly negatively correlated with communication apprehension and negative evaluation. From the review, it seems that achievement is only a benchmark on what the students believe inferring that when they did not achieve well in the past language tests or examinations, those scores would affect their overall performance in the second language.

Hence, if only the students attained better results in their language examinations, only then their level of anxiety will be lowered. However, this study still choose achievement as its anxiety predictor as achievement is able to be measured using instruments such as their past examinations score.

Then point to be pondered here is whether or not achievement is the best predictor to language anxiety, but its role is still cannot be overlooked completely.

Speaking Skill and Language Anxiety Due to its emphasis on interpersonal interactions, the construct of communication apprehension is quite relevant to the conceptualization of foreign language anxiety McCroskey, Difficulty in speaking in pairs or groups for example oral communication anxiety or in public such as "stage fright", or in listening to or learning a spoken message for example receiver anxiety are all symptoms of communication apprehension.

Communication apprehension or some similar reaction obviously plays a large role in foreign language anxiety. People who typically have trouble speaking in groups are likely to experience even greater difficulty speaking in a foreign language class where they have little control of the communicative situation and their performance is constantly monitored.

Moreover, in addition to all the usual concerns about oral communication, the foreign language class requires the student to communicate via a medium in which only limited facility is possessed. Possibly because of this knowledge, many otherwise talkative people are silent in a foreign language class. And yet, the converse also seems to be true. Ordinarily self-conscious and inhibited speakers may find that communicating in a foreign language makes them feel as if someone else is speaking and they therefore feel less anxious with the practice of Suggestopedia in language classrooms.

This phenomenon may be similar to stutterers who are sometimes able to pronounce normally when singing or acting. MacIntryre advocates that language anxiety can play a significant causal role in creating individual differences in both language learning and communication. ELAS results indicate levels of language anxiety in the mainstream and ESL classes, although language anxiety is significantly higher in mainstream classes. Causes of language anxiety about speaking via student interviews vary, including peer humiliation, talking in front of native speakers, pronunciation concerns, and classroom environment.

The results of the study showed that language anxiety could affect the speaking skill of learners by lowering the quality of oral performance as the anxiety increases. Her thesis was examining relationships between foreign language anxiety and global proficiency in English in a group of university students, and between foreign language anxiety and their performance on an oral test. This thesis also was to scrutinize demographic, academic, cognitive and affective characteristics of the participants in relation to overall language proficiency to performance on an oral test and to foreign language anxiety.

Students from the highly anxious group performed on average significantly more poorly than those from moderate and low anxiety groups. Participants who had a lower estimation of their own language level, who did not know or speak any other foreign languages.

Tanveer on the other hand, also has produced a very detailed and comprehensive master thesis which attempted to investigate the factors that language anxiety can possibly stem from, both within the classroom environment and out of classroom in the wider social context, and has recommended a variety of strategies to cope with it. Feigenbaum focused on differences in pronunciation accuracy in these two environments which are group work and teacher-fronted, and the influence that language anxiety may have on these differences.

The results show that pronunciation accuracy does not differ between the two environments. In addition, there was no significant relationship between pronunciation accuracy and anxiety in the group work environment. This suggests that language anxiety only has negative effects on pronunciation during teacher-fronted activities.

The assigned two hundred sixteen students of first year university English language course to one of four groups: a one group who had anxiety aroused during their initial exposure to the stimuli, b a second group who had anxiety aroused when they began to learn the meanings of the words, c a third group who had anxiety aroused when they were asked to produce the English word when prompted with the Hindi , and d a control group who did not experience anxiety arousal.

The results indicate that, in each experimental group, the highest anxiety rating was obtained immediately following introduction of the camera, and performance at each of the stages was found to be significantly reduced for the group of subjects who most recently had anxiety aroused. The absence of an effect for the camera on the anxiety ratings during the intervening tasks suggests that the subjects eventually were able to cope with the state anxiety aroused by the camera.

It is clear that the communicative task is much more anxiety provoking than is the learning task. The results also support the suggestion that anxiety reduction alone will not fully compensate for the cognitive deficits created by anxiety arousal. Sioson aimed to determine which among the subscales of language learning strategies LLS , beliefs about language learning and anxiety was the strongest predictor of performance in an academic speaking context, and whether significant relationships between and among the factors existed.

Results show that all the subscales of language learning strategies, beliefs and anxiety were positively correlated with their respective subscales. However, LLS, in general, were found to be negatively correlated with beliefs about language learning and anxiety, but beliefs about language learning and anxiety subscales had generally no relationship with each other. Furthermore, only the motivation subscale of beliefs about language learning was the significant predictor of speaking performance, but yielded a negative relationship with performance.

Suleimenova study addressed the issue of identifying foreign language speaking anxiety and the major consequences of language speaking anxiety reported by students learning English in the evaluation of the foreign language classroom.

Besides, the study also revealed that these students have had a number of negative experiences with speaking activities in a foreign language class. There is a modest negative relationship between language anxiety and English speaking proficiency for the 6th graders, but such negative relationship does not exist for the 3rd graders in his study.

Chiang went into elementary school context on investigating foreign language anxiety and English speaking proficiency. The highest mean of anxiety factors is on speech anxiety variable, while the lowest mean of anxiety factors is recorded for fear of making mistakes variable. There is also a significant correlation between foreign language anxiety and foreign language speaking proficiency.

Results indicate that there was a strong potential for the reduction of anxiety associated with the voice board. A number of students experienced a reduction of their level of anxiety due to the elimination of the time pressure of the classroom and opportunity to edit their contributions.

The conditions of the point of access to the technology were found to have a negative effect on student anxiety on the voice board.

A negative attitude towards going to the language laboratory, technical difficulties during the Wimba activities, and instructional time had a negative effect on the level of anxiety.

Increased risk-taking in oral contributions and reduced fear of negative evaluation were also found in the Wimba environment. Shams has almost similar research like Charle Poza on incorporating the use of computer assisted language learning CALL for reducing anxiety in speaking foreign language.

She examined the use of computerized pronunciation practice as a tool in the reduction of foreign language anxiety as well as evaluated the efficacy of computerized practice on the improvement of student French pronunciation.

While there was an overall decrease in anxiety levels, the statistical analyses indicated no relationship between method of practice and the decrease in anxiety. Regarding pronunciation improvement, the results showed that subjects who practiced with the computer did experience statistically significant improvement in the quality of their pronunciation while those who practiced with the cassettes did not.

It is found that there is a mildly significant negative correlations between foreign language anxiety and achievement were found among sophomore but not among juniors. In-class activities that were seen as most anxiety provoking are those which require student to make a speech in front of a large group of people. A typical anxiety-provoking English teacher might have the following characteristics: a a habit of giving surprise quizzes, b being unpredictable, c being rigid and, d being a poor communicator.

There was a mildly significant correlation between English Oral Conversation course semester achievement and foreign language anxiety. Cheng on the other hand investigates on English speaking proficiency and speaking anxiety among EFL major students. The study discovered that speaking anxiety had a negative influence on English speaking proficiency of the freshman students.

Correlations between speaking anxiety and English speaking proficiency were not significant among sophomores, juniors and seniors. Low-anxiety group obtained a higher speaking proficiency than the high anxiety group.

Participants varied in their description of English speaking anxiety. Therefore as a conclusion, there was a mildly significant correlation between English speaking proficiency and speaking anxiety. Chang investigates, using a foreign language anxiety scale, the self-perceived anxiety levels of Taiwanese EFL university students speaking English under different contextual conditions, including in class and outside of class, presenting individually and in groups, and learning English in formal and informal situations.

Among 4 of the basic English language skills, namely Listening, Speaking, Reading and Writing, speaking and writing were the two language skills most associated with sources of language anxiety Abdul Aziz, Other language skills and language anxiety This section is added in this review of literature as only speaking skill is given emphasis in this study.

This section is included to inform that other than speaking skill which is being negatively influenced by language anxiety, language learners are also experiencing language anxiety in other language skills like listening, reading and writing.

Kim conducted a study on listening skill and language anxiety among of EFL learners, all university students in Korea. For the qualitative data, 20 university students participated in retrospective interviews. This study suggested that foreign language learners do indeed experience anxiety in response to listening comprehension. A majority of the participants acknowledged having experienced listening anxiety in foreign language classrooms and real-life communication situations.

And Lack of self-confidence in listening. Furthermore, the participants in this study experienced the highest foreign language anxiety of any observed in the various language anxiety studies. Correlation analyses revealed that listening anxiety is significantly related to both general foreign language anxiety and listening proficiency, the latter suggesting that listening anxiety interferes with foreign language listening.

In addition, listening anxiety was found to be significantly related to two background factors, university major, and study with tutors or in private language institutes.

The retrospective interview protocol and open-ended responses in the FLLAS showed that foreign language learners are sensitive to the types of listening passages or tasks. Quantitative findings obtained from 50 first year students indicated that FL reading anxiety was a phenomenon related to, but distinct from general FL anxiety.

As a result of the study some suggestions for dealing with the FL reading anxiety were proposed. Zhao explores the foreign language reading anxiety among learners of Chinese in colleges in the United States. This survey research reported that the level of foreign language reading anxiety was similar to the level of general foreign language anxiety among learners of Chinese.

There was a significant course level effect on the level of foreign language reading anxiety with intermediate students having a significantly higher level of foreign language reading anxiety than elementary students. There was a significant negative correlation between foreign language reading anxiety and foreign language reading performance. Armendaris made a comprehensive investigation on ESL students experience in learning academic English writing, approaches to teaching academic writing facilitate and impede success and interaction with native English speakers in the improvement of academic writing.

The result from interviewing 21 participants states that all participants experienced some form of anxiety in writing English. The differences in the level of English writing anxiety between the groups of freshmen and sophomores reached the level of statistical significance.

The sophomores were found to suffer significantly higher levels of English writing anxiety than the freshmen. Correlation analysis results suggested a negative relationship between measure of ESL writing anxiety and measures of writing performance course grade and timed writing grade.

An in-depth analysis of the causes of ESL writing anxiety revealed that linguistic difficulties, insufficient writing practice, fear of tests TEM , lack of topical knowledge and low self-confidence in writing performance constitute the main sources of ESL writing anxiety experienced by Chinese English majors.

These past researches have shown that language anxiety does not only exist in speaking skill, but also in listening Kim, , reading Kuru-Gonen, ; Zhao, and writing Armendaris, ; Zhang, as well. These researches are valuable to help lecturers and students to understand about other language skills anxiety as well as to suggest further on how to tackle language anxiety in these other skills. They also reported many of the psycho-physiological symptoms commonly associated with anxiety for example tenseness, trembling, perspiring, palpitations, and sleep disturbances.

The FLCAS consists of 33 statements with significant part-whole correlations with the total scale, aiming to assess communication apprehension, test anxiety and fear of negative evaluation associated with language anxiety. Total scores of the scale range from 33 to with lower scores indicate higher levels of anxiety.

Twenty-four of the items are positively worded, and nine of the items are negatively worded Tran, The three factor model has three domains which are communication apprehension, test anxiety, fear of negative evaluation.

The four factor model has four domains which are communication apprehension, test anxiety, fear of negative evaluation, and fear of English classes.

These three domains are empirically derived through factor analysis and further confirmed having the best fit for the observations. The HFLCAS was administered to English major and 66 non-English major students, whose responses were factor-analysed to test construct validity of the scale. Next, reliability was assessed using the internal consistency method.

The results of factor analysis support Horwitz et al. On the one hand, FLCAS had been designed on the basis of previous in-depth qualitative research, which solidified it as one of the most comprehensive and valid instruments that were available for measuring the situational anxiety directly associated to the specific context of the foreign language classroom.

On the other hand, the scale had demonstrated satisfactory reliability coefficients with the first samples of population to which it had been administered. Their pilot study which aimed to confirm the reliability of the FLCAS as an instrument to measure potential sources of anxiety in language classrooms in Malaysian learning context.

The four factor model is appropriate to measure the language learning of Japanese foreign language among Malaysian learner as the four factor model was proposed by Aida, whom is a Japanese.

Hence based on these studies, the researcher for this study has strongly decided and been positively confirmed to adopt FLCAS in her own study. Compared to the four factor model, the three factor model is chosen as fear of English class was not brought up as an important issue in this study. Language Anxiety Coping Strategies Marwan has conducted a research on the types of anxiety experienced by Indonesian FL learners and the strategies they use to cope with their anxiety.

The findings revealed that the majority of students, despite their gender and level differences, experienced some kinds of FL anxiety and many of them also applied particular strategies to overcome their FL anxiety.

Variables related to foreign language learning anxiety can be divided into two main categories which are situational variables and learner variables. Findings indicated that anxiety was most often associated with the output and processing stages, specifically in the sense of mental planning of the learning process and that students attributed the cause of anxiety to the teacher or other people.

Other findings were that the effect of and response to anxiety were associated with gender and perceived ability level. Sixty 60 students from International Islamic University Chittagong IIUC in Bangladesh contributed a result that their moderate level of anxiety that hinders their learning.

Interventions suggested from the article to reduce foreign language speaking anxiety are project work, establishing a learning community and a supportive classroom atmosphere, teacher-students relations, providing indirect, rather than direct correction, accepting the need for self-worth protection, teacher immediacy and provision of praise. Tanveer has attempted to investigate the factors that language anxiety can possibly stem from, both within the classroom environment and out of classroom in the wider social context, and has recommended a variety of strategies to cope with it.

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