Email this article 
Hide
Show all
Exploring Language Anxiety Regarding Speaking Skill in Iranian EFL Learners in an Academic Site in Malaysia
Abstract
This paper attempts to explore the language anxiety in speaking skill of Iranian EFL language learners from two different perspectives of language teachers and language learners. In doing so, it follows a qualitative method in the form of case study through in-depth semi-structured interviews with three experienced EFL teachers along with three EFL learners. Purposive sampling is conducted in order to choose these informants for the study. This research provided some alternative insights on language anxiety from two different perspectives. The results of the study showed that language anxiety could affect the speaking skills of learners by lowering the quality of oral performance as the anxiety increases. Further, as is clearly shown by the interview results, many of the accounts from the informants seem to generally validate the findings offered by earlier research on language anxiety. For instance, among the strategies to lower student anxiety in class is considered learner-centered approach that was agreed up on by both instructors and learners, but it is also maintained that there are some differences or gaps between the EFL teachers’ and learners’ perceptions on the role of anxiety in EFL classroom settings. Finally, based on the viewpoints of the EFL teachers and students there are suggested some strategies to confront, control, and alleviate anxiety in speaking of EFL learners.
Keywords
Full Text:
PDFReferences
Backman, N. (1976). Two measures of affective factors as they relate to progress in adult second language learning.Working Papers in Bilingualism, 10, 100–22.
Booth, S. (1999). Researching health and homelessness: Methodological challenges for researchers working with a vulnerable, hard to reach transient population.Australian Journal of Primary Health-Interchange, 5(3), 76-81.
Burden, P. (2004).The Teacher as Facilitator: Reducing anxiety in the EFL university classroom. JALT Hokkaido Journal, 8, 3-18.
Caprio, M. (1987). University students and second language learning: A look at purpose and attitude. Academia: Literature and Language, 42, 23-36.
Clément, R., Gardner, R. C., &Smythe, P. C. (1980). Social and individual factors in second language acquisition.Canadian Journal of Behavioural Science, 12, 293-302.
Fraenkel, J. R., &Wallen, N. E. (2003). How to design and evaluate research in education(5th ed.). Boston: McGraw Hill.
Gardner, R. (1985). Social psychology and second language learning: the role of attitude and motivation. London: Edward Arnold.
Gardner, R., P. Tremblay & Masgoret, A-M. (1997).Towards a full model of second language learning: an empirical investigation.The Modern Language Journal, 81(3): 344-362.
Gregersen, T. S. (2003). To Err Is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals, 36(1), 25-32.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of L2 Use: The Japanese ESL context. Second Language Studies, 20, 29–70.
Horwitz, E. K. (2001). Language Anxiety and Achievement.Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986).Foreign Language Classroom Anxiety.The Modern Language Journal,70, 125-132.
Koch, A. S., & Terrell, T. D. (1991).Affective reactions of foreign language students to natural approach activities and teaching techniques.In Elaine K. Horwitz& Dolly J. Young (Eds.).Language anxiety: From theory and research to classroom implications, 109-126. Englewood Cliffs, NJ: Prentice Hall.
Kota, O, (2005).Language Anxiety from the Teachers’ Perspective: Interviews with Seven Experienced ESL/EFL Teachers. Journal of Language and Learning 1(3), 133-155.
MacIntyre, P. D. (1995). How Does Anxiety Affect Second Language Learning.The Modern Language Journal,79,245-248.
McCroskey, J. C. (1977). Classroom consequences of communication apprehension.Communication Education, 26, 27-33.
McCroskey, J. C. (1987). The WTC as a predictor of classroom participation.Communication Research Reports, 4, 47–50.
Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
Neil, J. (2006).Qualitative Research 1: Types & Methods: Lecture Notes,Analysis of Professional Literature; http://wilderdom.com/OEcourses.
Omaggio, A. C. 1986. Teaching language in context: Proficiency-oriented instruction. Boston: Heinle and Heinle.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999).Factors associated with foreign language anxiety.Applied Psycholinguistics, 20, 217–239.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
Patton, M. (1990).Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
Peirce, B. N. (1995). The theory of methodology in qualitative research. TESOL Quarterly, 29, 569-576.
Scovel , T. (1978). The Effect of Affect.Language Learning, 28.
Scovel, T. (1991).The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research in E. K. Horwitz and D. J. Young, Language Anxiety, 101-108. Englewood Cliffs, NJ: Prentice Hall.
Shamas, A. (2006). The Use of Computerized Pronunciation Practice in the Reduction of Foreign Language Classroom Anxiety. Unpublished Ph.D. Thesis, The Florida State University.
Tsiplakides I., Keramida A. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom: Theoretical Issues and Practical Recommendations.International Education Studies, 2(4), 39-44.
Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.
Yin, R. K. (2003).Case study research: Design and methods (3rd Ed.). Thousand Oaks, CA: Sage.
Young, D. J. (1991).Creating a low-anxiety classroom environment.What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.
Young, D. J. (1992).Language anxiety from the foreign language specialist’s perspective: interview with Krashen, Omaggio Hadley, Terrell, and Rardin..Foreign Language Annals, 25,157-172.
DOI: https://doi.org/10.7575/ijalel.v.1n.2p.153
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.
2012-2023 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Applied Linguistics and English Literature
To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.