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A study of secondary three students' language anxiety
Author
Han, Lee Yen
Supervisor
Goh, Christine Chuen Meng
Abstract
Research has shown that significant foreign language anxiety is experienced by many students with respect to some aspects of foreign language learning (Horwitz, Horwitz & Cope, 1986). This study sets out to investigate the language anxiety experienced by 56 secondary 3 students while learning English. The extent to which they experience anxiety, the most anxiety-arousing aspect of language learning, the relation between language anxiety and their sense of self-efficacy and the sources of language of anxiety are explored.
Two instruments were used to obtain the data for the study -- a self-constructed Likert-type questionnaire and a semi-structured interview. The data from the questionnaire survey were analysed to investigate the extent which the students were experiencing language anxiety, the most anxiety-arousing aspect of language learning and the relationship between language anxiety and self-efficacy. The semi-structured interview provided data to investigate the sources of anxiety in the students' language learning experience.
Results showed that about 70% of the students experienced either high or moderate anxiety, with almost 1 in every 10 students experiencing high anxiety. Analysis of data showed that writing was considered the most anxiety-arousing aspect. For the relationship between the students' language anxiety and their sense of self-efficacy, results showed that students with high self-efficacy beliefs tend to experience lower levels of language anxiety while students who are less self-efficacious experience higher levels of language anxiety. Results from interviews with selected students showed that Personal and Interpersonal Anxieties were the main sources of anxiety for the students, with fear of negative social evaluation being the most frequently mentioned specific source of language anxiety.
The findings provide insight into the language learning experience of the students, in particular their language anxiety when learning English. The limitations of this study and pedagogical implications are discussed and recommendations for further research are also suggested.
Two instruments were used to obtain the data for the study -- a self-constructed Likert-type questionnaire and a semi-structured interview. The data from the questionnaire survey were analysed to investigate the extent which the students were experiencing language anxiety, the most anxiety-arousing aspect of language learning and the relationship between language anxiety and self-efficacy. The semi-structured interview provided data to investigate the sources of anxiety in the students' language learning experience.
Results showed that about 70% of the students experienced either high or moderate anxiety, with almost 1 in every 10 students experiencing high anxiety. Analysis of data showed that writing was considered the most anxiety-arousing aspect. For the relationship between the students' language anxiety and their sense of self-efficacy, results showed that students with high self-efficacy beliefs tend to experience lower levels of language anxiety while students who are less self-efficacious experience higher levels of language anxiety. Results from interviews with selected students showed that Personal and Interpersonal Anxieties were the main sources of anxiety for the students, with fear of negative social evaluation being the most frequently mentioned specific source of language anxiety.
The findings provide insight into the language learning experience of the students, in particular their language anxiety when learning English. The limitations of this study and pedagogical implications are discussed and recommendations for further research are also suggested.
Date Issued
2003
Call Number
PE1068.S55 Han
Date Submitted
2003