Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia

Subekti, Adaninggar Septi

doi:10.21093/di.v18i1.880

Cited by 23 publications

(46 citation statements)

References 40 publications

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“…The structural equation modeling run to answer the first question of the study indicated that all components of speaking were lower than 0.30, showing significance and they all, were in a negative and significant correlation with anxiety, the sample size was adequate for running the model and the structural regression model enjoyed a good fit to show that the components of speaking had significant contributions to their latent variable and all components of speaking performance were in a negative correlation with anxiety. These results are consistent with those of other researchers (Mazouzi, 2013;Thornbury, 2005;Woodrow, 2006;Brown, 2000;Mahripah, 2014;Tanveer, 2007;Kayaoğlu & Sağlamel, 2013;Hanifa, 2018;Baran-Łucarz, 2013;Mahmoodzadeh, 2012;Suleimenova, 2013;Dewaele & Ip, 2013;Leong & Ahmadi, 2017;Subekti, 2018;Zheng & Cheng, 2018;Liu, 2018), which found significant negative relationships between the anxiety and speaking performance. Conversely, the other two components of vocabulary and grammar as components more related with writing should take a different route and not be so affected by anxiety.…”

Section: Discussion Of Resultssupporting

confidence: 93%

Foreign Language Anxiety and Communicative Performance

Hamamorad

2020

KOYA UNIV J HUM SOC SCI

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The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

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Section: Discussion Of Resultssupporting

confidence: 93%

Foreign Language Anxiety and Communicative Performance

Hamamorad

2020

KOYA UNIV J HUM SOC SCI

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“…This study found a moderate level of anxiety for international students who were learning Chinese as a foreign language. This finding is consistent with previous research that reported moderate anxiety in the learning of English, Spanish, French, and Chinese (Horwitz, 1986;Liu & Jackson, 2008;Luo, 2018;Rastegar & Karami, 2015;Sellers, 2000;Subekti, 2018;Yu & Watkins, 2008;Zhao & Whitchurch, 2011). The only exception is the study by Le (2004) which investigated American students of Chinese at seven universities in China.…”

Section: Discussionsupporting

confidence: 93%

“…These behaviors in language learning are considered manifestations of second language anxiety, which is defined as "the feeling of tension and apprehension specifically associated with second-language context" (MacIntyre & Gardner, 1994, p. 284). To date, research on second language anxiety has reported about one third to two thirds of learners in second or foreign language classrooms experienced anxiety (Kim, 2000;Shao, Yu, & Ji, 2013;Trang, et al, 2013) ranging from moderate to high based on various anxiety scales (Le, 2004;Luo, 2018;Rastegar & Karami, 2015;Subekti, 2018;Yu & Watkins, 2008;Zhao & Whitchurch, 2011).…”

Section: Introductionmentioning

confidence: 99%

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

Wang¹,

Du²

2020

EJREP

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Introduction. In the past decades, studies have been conducted to explore the role of anxiety in the learning of Western languages such as English, French, and Spanish. However, when it comes to the predictive relationship between anxiety, motivation, attitude, and Chinese achievement, the findings are inconclusive. This study aims to test a model of relationship among anxiety, motivation, integrativeness, attitude, and Chinese achievement. Method. Structural equation modeling was conducted on a sample of 223 international students enrolled in Chinese courses at a university in China. A total of 14 variables indicating anxiety, motivation, integrativeness, attitudes toward the learning situation, and Chinese achievement were included in the analysis. Results. Results indicated that students of Chinese experienced a moderate level of anxiety in Chinese learning. Anxiety had a direct and negative effect on Chinese achievement. Positive attitudes toward the learning situation had a positive effect on students' motivation to learn. However, in the current sample, integrativeness and motivation are not separable, instead they formed a general motivation construct that predicted students' course grades but not proficiency test grades. Discussion and Conclusion. The results of structural equational modeling generally confirmed Gardner's socio-educational model of second-language acquisition. Consistent with previous literature on second language anxiety, this study found a small negative effect of anxiety on achievement and a strong positive effect of attitudes toward the learning situation on motivation. In addition, motivation predicted Chinese achievement when it is measured by course grade. It is therefore appropriate to conclude that anxiety and motivation both contributed to the prediction of Chinese achievement when it was measured by course grade.

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“…To Improve the English Language Ability in the context of English Specific Purpose, the teachers or lecturers need to choose the appropriate syllabus and strategies (Dewi, 2015;Hayati, 2015), both teachers and students should minimise the debilitating effects of students' Foreign Language Anxiety (Subekti, 2018), and it is important of building of collaboration between teacher and students. It is suggested that they should work closely to improve the quality of ESP program (Khoirunnisa, Suparno, Supriyadi, 2018)…”

Section: Discussionmentioning

confidence: 99%

Promoting Cultural Site by Improving English Language Ability: An English Specific Purpose for Tourism

Nurhayati¹

2019

ASIANTEFL

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<p>This research was carried out to improve English ability of young generations of Tapakrejo village in order to promote Punden cultural sites to be tourism destination. It is specialized in practicing communicative speaking skill as the implementation of ESP for tourism. This research included into Classroom Action Research which was conducted in two cycles. The subject of this research was 20 young people of Tapakrejo village, Blitar. The data were collected using observation checklist, interview guide, and test. The result showed that there is a significant improvement of English ability from the first cycle into second cycle. The criteria that have been used to test speaking ability were fluency, pronunciation, grammar, and vocabulary. The technique used in promoting Punden Cultural site is advertising technique through four steps: (1) drawing the tourism potential, (2) creating banners, posters, and slogans that contain the information about the Punden cultural site, (3) creating directions to reach the Punden cultural site, and (4) creating articles to be uploaded in the internet. Furthermore, the tourism potential of punden cultural site was also describe in this research.</p>

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Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia

Cited by 23 publications

References 40 publications

Foreign Language Anxiety and Communicative Performance

Foreign Language Anxiety and Communicative Performance

Anxiety in Chinese Language Learning: Relationship to Motivation, Attitude, and Achievement

Promoting Cultural Site by Improving English Language Ability: An English Specific Purpose for Tourism

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