The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Abu‐Rabia, Salim; Peleg, Yefat; Shakkour, Wael

doi:10.4236/ojml.2014.41011

Cited by 12 publications

(5 citation statements)

References 37 publications

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“…If such students cannot hear certain sounds, they will be worried about communication in class. A study of Abu-Rabia et al (2014) reported a negative relationship between linguistic skills and language anxiety, suggesting that students with linguistic deficiency have communication apprehension. Taken together, it is thought that social and interpersonal aspects such as psychological distance and a psychological safety environment, as well as individual attributes, may be centrally related to communication apprehension.…”

mentioning

confidence: 99%

Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates

Toyama

Yamazaki

2018

Asian. J. Second. Foreign. Lang. Educ.

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This study aimed to investigate the latent constructs in the Foreign Language Classroom Anxiety Scale using a research context of Japanese undergraduates who learn English as a foreign language. The study conducted both exploratory and confirmatory factor analysis against two different groups of Japanese undergraduate students. First, exploratory factor analysis was used to extract factors from 33 items of the scale in its application to 149 management major students. Subsequently, confirmatory factor analysis was conducted on the factors from the exploratory factor analysis. Data from 237 English language learners at two universities-155 undergraduates at a foreign study university and 82 at a general university-were applied to test a hypothetical model in relation to the extracted latent constructs. Results of the two factor analyses identified and confirmed two underlying components of the scale: (1) communication apprehension and (2) fear of failing. The model fit statistics illustrated that the two-factor paradigm appropriately fit the data from the second undergraduate group. Implications of the results are discussed.

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confidence: 99%

Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates

Toyama

Yamazaki

2018

Asian. J. Second. Foreign. Lang. Educ.

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“…According to [8], there are two kinds of anxiety. They are 1) communication anxiety, which occurs when a student wants to share adult thoughts and ideas but lacks the necessary communication skills, and 2) test anxiety, which occurs when a student feels overwhelmed by the pressure of performing well on tests.…”

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confidence: 99%

Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions

Amin¹,

Syahri²,

Susanti³

2023

AJESS

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There is a recognized need to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. Several studies have documented students' speaking anxiety from elementary school to the university level. Despite the wealth of research on this topic, there is a gap in the literature related to exploring the factors contributing to speaking anxiety among Indonesian pre-service English teachers when asking questions in the classroom. To fulfil the gap in the literature, the present study aimed to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. The study included a qualitative approach that employed semi-structured interviews to obtain information from the participants. The data from the semi-structured interviews were then analyzed using thematic analysis to identify the themes that emerged from the participant's responses. The study's results revealed three factors contributing to anxiety when asking questions in class among Indonesian pre-service English teachers: psychological, educational, and socio-cultural factors. Psychological factors included a lack of confidence and negative attitudes towards asking an unqualified question. Educational factors included previous experiences when asking questions, which left them with trauma and a lack of familiarity with the dialogic classroom atmosphere. Finally, socio-cultural factors, such as shyness and traditional cultural values and beliefs about asking questions of the lecturers, were also identified as contributing to pre-service English teachers' anxiety.

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“…The audience too, in turn will be interested in the speech and will help speakers to be comfortable while speaking. Abu-Rabia et al [3] explains the reasons why some speakers speak faster when they face the audience. He writes that when a presenter comes in front of an audience, the pressure of the situation prompts adrenaline rush which produces time warp that causes the presenter to speak fast.…”

Section: Introductionmentioning

confidence: 99%

Các phương pháp giúp giảm lo lắng của sinh viên không chuyên khi tham gia thuyết trình nhóm

Quỳnh¹,

Văn²,

Thảo³

2023

SJ TTU

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Lo lắng thực sự là một điều bình thường mà mọi người đều trải qua khi nói chuyện trước đám đông và có thể tăng lên nếu nó được thực hiện bằng cách sử dụng ngoại ngữ. Theo đó, nghiên cứu này nhằm cung cấp một mô tả cụ thể về sự lo lắng của sinh viên trong việc thuyết trình nhóm bằng tiếng Anh cũng như đưa ra giải pháp về cách đối phó với sự lo lắng. Nghiên cứu sử dụng phương pháp định lượng, bảng khảo sát câu hỏi đã được đưa ra cho sinh viên trong thời gian bảy ngày tại Đại học Luật Hà Nội với 100 sinh viên không chuyên tiếng Anh, những sinh viên này chia sẻ lo lắng trong quá trình thuyết trình và đề xuất các chiến lược hiệu quả đối với việc áp dụng thuyết trình nhóm này. Nghiên cứu cũng chỉ ra một số yếu tố ảnh hưởng đến sự lo lắng của sinh viên khi thuyết trình nhóm, cụ thể là các yếu tố bên trong bao gồm nỗi sợ thất bại, sợ bị chỉ trích, mâu thuẫn cảm xúc, lo lắng về lời nói, trải nghiệm tiêu cực, sợ mất vật chất, sợ bị dừng lại và suy nghĩ tiêu cực; và các yếu tố bên ngoài bao gồm điều kiện của phòng thuyết trình, không được thực hành, giới tính và yếu tố thể chất. Các chiến lược mà người tham gia có thể áp dụng để đối phó với sự lo lắng khi thuyết trình tiếng Anh là giữ cho mình suy nghĩ tích cực đối với người nghe, bài phát biểu và bản thân họ với tư cách là một diễn giả, chuẩn bị tốt, luyện tập, giữ sự tự tin và thư thái.

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The Relation between Linguistic Skills, Personality Traits, and Language Anxiety

Cited by 12 publications

References 37 publications

Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates

Exploring the components of the foreign language classroom anxiety scale in the context of Japanese undergraduates

Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions

Các phương pháp giúp giảm lo lắng của sinh viên không chuyên khi tham gia thuyết trình nhóm

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