English Speaking Anxiety in Efl University Classrooms in Taiwan

Tien, Ching-Yi

doi:10.5281/zenodo.1473161

Cited by 6 publications

(14 citation statements)

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“…However, there were differences between lower and upper intermediate levels of study in their speaking anxiety (Marwan, 2007). Similarly, there was negative correlation between level of study and speaking anxiety in Tien's (2018) study of Taiwanese EFL students. In other words, the study showed that "learners who have more years of English learning experience are less apprehensive about speaking in English" (p. 29).…”

Section: Foreign Language Anxiety and Level Of Studymentioning

confidence: 86%

“…), descriptive statistics values were calculated and the results showed that there was slight difference in the contribution of the three components of the participants' interlanguage to speaking anxiety with meaning being the main trigger of anxiety and grammar being the least trigger. Similarly, the participants in Mahmoodzadeh's (2012) and Tien's (2018) studies suffered more FL anxiety from the meaning system of their interlanguage. However, in these two studies, phonology caused the minimum amount of FL anxiety rather than grammar, as the present study has shown.…”

Section: Discussionmentioning

confidence: 97%

“…This finding is in line with many studies (Aida, 1994;Matsuda & Gobel, 2004;Elkhafaifi, 2005;Dewaele et al, 2008;Çubukçu, 2008;Kao and Craigie, 2010;Alshahrani, 2016;Kiliç, 2018;Tahsildar and Kabiri, 2019) which examined the relationship between gender and FL anxiety and concluded that gender had no significant influence on language anxiety. By contrast, there have been a number of studies (Ezzi, 2012;Öztürk and Gürbüz, 2013;Qaddomi, 2013;Çağatay, 2015;Doğan, 2016;Karatas et al, 2016;Mohtasham and Farnia, 2017;Tien, 2018;Bensalem, 2018) which showed that female students outperform their male counterparts and some other studies (Campbell & Shaw 1994;MacIntyre et al, 2002) which revealed that male students are more anxious than their female counterparts when it comes to FL anxiety scores. It is obvious that there is inconsistency regarding the role of gender in FL anxiety.…”

Section: Discussionmentioning

confidence: 97%

“…The analysis of data collected from 175 Iranian EFL learners showed that the level of females' anxiety was significantly higher than that of males in speaking activities (Mohtasham and Farnia (2017). Taiwanese female students had more speaking anxiety than male students did, according to Tien (2018). Similarly, female participants in Bensalem's (2018) study suffered more from anxiety than their male counterparts.…”

Section: Foreign Language Anxiety and Gendermentioning

confidence: 95%

“…The results indicated that Yemeni EFL learners represented by the population of this study bear high level of anxiety. Taiwanese university students, also, tend to have a high level of English speaking anxiety (Tien, 2018). According to Tahsildar and Kabiri (2019), 202 Afghani students of English reported a rather high level of speaking anxiety.…”

Section: B Levels Of Foreign Language Anxietymentioning

confidence: 99%

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Speaking Anxiety in the Interlanguage of Kurdish University Students of English: A Quantitative Study

Sayer

2022

J Univ Hum Dev

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The aim of this study was to investigate the level of speaking anxiety in the interlanguage of Kurdish EFL students at the University of Human Development (UHD), to find out which component of the participants’ interlanguage (phonology, grammar and meaning) contributes more to speaking anxiety, to assess the effect of gender and level of study on the participants’ speaking anxiety, and to examine the correlation between the three components of the participants’ interlanguage as far as speaking anxiety is concerned. The study utilized a quantitative method represented by a 5-point Likert scale questionnaire consisting of 18 items responded to by 106 Kurdish university EFL students from three semesters at UHD. The statistical analyses of the collected data revealed that the participants had a low to moderate level of speaking anxiety, meaning was the most contributing component of the participants’ interlanguage to speaking anxiety, gender and level of study exhibited no significant impact on speaking anxiety and there was a strong positive correlation between the three components of the participants’ interlanguage (phonology, grammar, meaning) as far as speaking anxiety is concerned.

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Section: Foreign Language Anxiety and Level Of Studymentioning

confidence: 86%

Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 97%

Section: Foreign Language Anxiety and Gendermentioning

confidence: 95%

Section: B Levels Of Foreign Language Anxietymentioning

confidence: 99%

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Speaking Anxiety in the Interlanguage of Kurdish University Students of English: A Quantitative Study

Sayer

2022

J Univ Hum Dev

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Examining the antecedent factors and their influences on english language anxiety via the lens of control-value theory and data mining approaches

Yue,

Liu,

Yang

et al. 2023

Curr Psychol

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Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Fan

Chen

2023

Computer Assisted Learning

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Background Study: English education has been promoted in Taiwan for many years.Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real-life stories and recording them in English.Objectives: The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge. Methods:The participants were 43 sixth-grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9-week course. All the participants took financial knowledge and English-speaking proficiency pre-tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English-speaking skills. Results and Conclusions:The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.

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English Speaking Anxiety in Efl University Classrooms in Taiwan

Cited by 6 publications

References 0 publications

Speaking Anxiety in the Interlanguage of Kurdish University Students of English: A Quantitative Study

Speaking Anxiety in the Interlanguage of Kurdish University Students of English: A Quantitative Study

Examining the antecedent factors and their influences on english language anxiety via the lens of control-value theory and data mining approaches

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

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