Indonesian students’ strategies to cope with foreign language anxiety

Abdurahman, Nur Hafiz; Rizqi, Muhammad Ainur

doi:10.1002/tesj.571

Cited by 10 publications

(12 citation statements)

References 40 publications

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“…Additionally, Dwi (very anxious) also stated that her shy personality was the reason she felt anxious. This is in line with Abdurahman & Rizqi (2020) which suggested that students that anxious about negative evaluation tend to mind the business that is not related to the task. Moreover, Rina (mildly anxious) stated that her anxiety in speaking was provoked by fear of being scolded.…”

Section: Fear Of Negative Evaluationsupporting

confidence: 89%

“…Afterward, fear of negative evaluation is explained as students' fear of others' evaluation toward their performances. Anxious students tend to have attention divided if they exaggeratedly centered their concern on negative evaluation of others, "instead of receiving information, their attention is drained as they try to find a solution that reduces people's negative evaluations, which are unrelated to their language task" (Abdurahman & Rizqi, 2020). It happens as the result of dread of getting a low score on the task, as they consider that academic score will affect their future (Naudhani, Wu, & Naudhani, 2018).…”

Section: Factors Of Foreign Language Anxietymentioning

confidence: 99%

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Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

Nugroho

Miftakh

Wahyuna³

2021

jurnalpendidikanbahasa

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Due to pandemic covid-19, the learning setting has changed from face-to-face to an online learning environment to prevent the further spread of infection. This change mostly affected the state of psychological, specifically anxiety issues. Specific anxiety called Foreign Language Anxiety (FLA) appears as anxiety affiliates with foreign language learning. Despite foreign language anxiety is evidenced to be hinder students’ achievements, there are only a few studies that have explored FLA in an online setting. Therefore, by using a case study, this research paper tried to investigate the factors of speaking anxiety of 5 students from different anxiety levels. These students were selected from a total of 30 students using the Foreign Language Anxiety Scale (FLCAS), which later be interviewed and asked to write a reflective journal. The result showed that some sources of each categorical factor (communication apprehension, test anxiety, fear of negative evaluation) can be classified as inter-lingual or intra-lingual factors. Moreover, some sources of factors have developed to new manifestations due to learning setting’ shifting. Additionally, as a part of communication apprehension, teachers’ bad teaching habits appeared as the most common factor to arise students’ speaking anxiety. Therefore, this study suggests teachers to evaluate their teaching habits, to reduce the influence of bad teaching habits on the students’ speaking anxiety.

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Section: Fear Of Negative Evaluationsupporting

confidence: 89%

Section: Factors Of Foreign Language Anxietymentioning

confidence: 99%

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

Nugroho

Miftakh

Wahyuna³

2021

jurnalpendidikanbahasa

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“…Speaking anxiety can be one factor that inhibits the improvement of the students' speaking skill. Many researchers had found that foreign language speaking anxiety can affect the speaking performance (Abdurahman & Rizqi, 2020;Arnold & Brown, 1999;Çağatay, 2015;Horwitz, Horwitz & Cope, 1986;Mahmoodzadeh, 2012;Tsiplakides & Keramida, 2009;Yalçın & İnceçay, 2014;Yang, 2012). Moreover, Abdurahman & Rizqi (2020) stated that foreign language speaking anxiety gives negative effect on speaking performance.…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers had found that foreign language speaking anxiety can affect the speaking performance (Abdurahman & Rizqi, 2020;Arnold & Brown, 1999;Çağatay, 2015;Horwitz, Horwitz & Cope, 1986;Mahmoodzadeh, 2012;Tsiplakides & Keramida, 2009;Yalçın & İnceçay, 2014;Yang, 2012). Moreover, Abdurahman & Rizqi (2020) stated that foreign language speaking anxiety gives negative effect on speaking performance. Horwitz, Horwitz & Cope (1986) also believed that anxiety brings serious impediments to the second language fluency and performance.…”

Section: Introductionmentioning

confidence: 99%

Overcoming Foreign Language Speaking Anxiety by Using a Language Exchange Website in Online Learning

Pakpahan

Gultom

2022

Proj. (Professional J. English Educ.

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The use of website in learning Foreign Language helps the students feel comfortable to speak. The objectives of the research is to investigate the Indonesian students’ self-rated degrees of their foreign language speaking anxiety (FLSA) and the effect of using language exchange website in online learning in overcoming the students’ FLSA. This study examined 100 undergraduate students of 4th and 6th semester majoring English education. Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz & Cope (1986) was adapted and distributed twice in the beginning of the class to find the state of speaking anxiety and in the end to see whether there is any significance effect after learning speaking by using a language exchange website. Finally, the six participants were chosen for interview. The interview was conducted to get more data about the foreign language speaking anxiety that they feel. It is found that the number of students who felt anxiety decreases after using language exchange website. Keywords: Foreign Language, Speaking Anxiety, Language Exchange Website

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“…Research related to foreign language anxiety among Indonesian learners of English and other foreign languages has gained some attention thus far (i.e. Abdurahman & Rizqi, 2020;Hidayati, Dewi, Nurhaedin, and Rosmala, 2020). The research on listening anxiety, however, is still limited (i.e.…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

English Listening Anxiety of Indonesian Speakers

Sari

Rindawati²

2021

Lingua Didaktika

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Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.

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Indonesian students’ strategies to cope with foreign language anxiety

Cited by 10 publications

References 40 publications

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

Exploring Students’ Speaking Anxiety Factors in an Online EFL Classroom

Overcoming Foreign Language Speaking Anxiety by Using a Language Exchange Website in Online Learning

English Listening Anxiety of Indonesian Speakers

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