Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

Wardhani, Anindyastuti

doi:10.30595/jssh.v3i1.3843

Cited by 5 publications

(8 citation statements)

References 22 publications

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“…As mentioned by Ok and Ustaci (2013), being corrected by class instructors could be one of the sources of anxiety as teachers or instructors are seen as a knowledgeable person who possesses the right skill in the teaching of foreign language. With 3.3 is the overall score for mean, this shows that respondents agree that low self-confidence has prompted learners to experience fear of negative evaluation as they believe that they will be judged by their performance in the language class (Wardhani, 2019).…”

Section: Fear Of Negative Evaluationmentioning

confidence: 97%

Exploring The Causes of Fear of Foreign Language Learning

Daud¹,

Hwa²,

Ahmad³

et al. 2022

IJARBSS

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Anxiety can affect learners in learning any foreign language; in particular speaking class. This is due to the fact that speaking is one the productive skills, as it involves the production of words and phrases in the targeted language. This study generally intends to explore causes of fear in foreign languages, in relation to the English-speaking class. This quantitative study focused on determining the existence of communicative apprehension and fear of negative evaluation among learners of foreign language in English-speaking class. A total of 340 undergraduates; 277 from UiTM Segamat, Johor and 63 from Hunan University, China were employed as the respondents in which the FLACS survey adapted from Horwitz, Horwitz and Cope (1986) was utilised as the instrument to collect data. Data was analysed using SPSS version 26 with the mean ranges between 2.70 to 3.94. The analysis suggests that learners are slightly influenced by the fear in English-speaking class which has led them not to perform well due to the fear of communication, concern over receiving unfavourable feedback and also fear of tests, with the mean ranges between 2.70 to 3.94. Findings from this study would very much facilitate future researchers to discover more on the impacts of students' native languages on their performance in language classes, particularly in English-speaking classes.

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Section: Fear Of Negative Evaluationmentioning

confidence: 97%

Exploring The Causes of Fear of Foreign Language Learning

Daud¹,

Hwa²,

Ahmad³

et al. 2022

IJARBSS

View full text Add to dashboard Cite

show abstract

“…The findings indicate that students experienced fear of negative evaluation in communication and interaction in English language classes. Previous studies found fear of negative evaluation as one of the main sources of language anxiety (Mukminin et al 2015;Wardhani, 2019;Sadighi & Dastpak, 2017). Though, test anxiety got the lowest mean score, the participants still suffer from test anxiety.…”

Section: What Is the Level Of Foreign Language Speaking Anxiety Among...mentioning

confidence: 88%

“…Fear of negative evaluation (FNE) is defined as "apprehension about others' evaluation, avoidance of evaluative situations, and the expectation that others would evaluate oneself negatively" p:128. Fear of negative evaluation is a wider area because it is not restricted to test-taking environment, but it may happen in any situation such as during interviewing for a job or interacting in foreign language class (Horwitz et al, 1986;Toyama & Yamazaki, 2018;Wardhani, 2019). Learners who are concerned with FNE tend to be unsuccessful to start conversation or feel lack of ability to make suitable social impression (Liu, 2018;Karatas et al, 2016).…”

Section: Fear Of Negative Evaluationmentioning

confidence: 99%

English Language Speaking Anxiety among Afghan University Students

Bakhtyari¹,

Hafizoah²

2022

JCT

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Background/purpose: English language plays an important role in Afghanistan higher education. Proficiency in English as the language of communication is becoming progressively important for the development of higher education. However, speaking in English is one of the anxiety provoking skills for most of Afghan learners. This study therefore aims to investigate Afghanistan undergraduate English and literature students’ perceptions on foreign language speaking anxiety, and its components of communication apprehension (CA), fear of negative evaluation (FNE) and test anxiety (TA). Method: An adapted version of Foreign Language Classroom Anxiety Scale (FLCAS) and an interview protocol were used to investigate 302 Afghan students’ foreign language anxiety. Results/conclusion: The findings suggested that the students experienced a moderate level of anxiety. The female students had higher level of foreign language anxiety (FLA) than male students. The study further revealed that CA was the highest factor which contribute to students’ FLCAS. The study found no statistically significant differences between the university location and components of FLA. This means that the students either from Kabul as the capital or from Bamyan as a central province experienced FLA. Furthermore, the components of FLA significantly correlated to each other. The findings suggest facilitating short and long-term training for both teachers and students to employ effective strategies on reducing the level of anxiety in English language classes.

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“…The theoretical indications are further supported by a fundamental pilot study based on the productive language usage of foreign language students (n=108) and the corresponding reflective and prospective analysis. Next research by Alif (2019) Students' unwillingness for participating in speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The researchers collected and processed the data using Photovoice.…”

Section: Past Studies On Fear Of Learning Foreign Languagesmentioning

confidence: 99%

A Study of Relationship between Motivation and Fear of Learning A Foreign Language

Krishnan,

Hj Ghazali,

Md Shahid

et al. 2023

IJARBSS

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Motivation has a vital role for the learners in foreign language learning. On the other hand, foreign language learning fear has a huge impact on learners' motivation at any level. In this regard, motivation and fear are closely connected to learners' desire for learning foreign language. The purpose of this study is to explore perception of learners on their use of learning strategies. This research is a quantitative descriptive study using survey methods conducted online and the sample was obtained from public and private universities in Malaysia. Respondents are from various undergraduate courses in sciences and technology, social sciences and humanities, business and administration field of studies. The instrument of survey was divided into 5 main sections. About 212 students participated in this survey on motives and fear of learning foreign language. It was found that respondents' motivation to learn, communication apprehension, fear of negative evaluation and anxiety test varied from medium to high. The findings on the relationship showed that there is an association between motivation and fear of learning a foreign language. Correlation analysis shows that there is a low significant association between motivation and fear of learning a foreign language (r=.382**) and (p=.000).

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Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

Cited by 5 publications

References 22 publications

Exploring The Causes of Fear of Foreign Language Learning

Exploring The Causes of Fear of Foreign Language Learning

English Language Speaking Anxiety among Afghan University Students

A Study of Relationship between Motivation and Fear of Learning A Foreign Language

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