Joanna anxiety in chinese efl students at different proficiency
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Anxiety in Chinese EFL students at different proficiency levels
Presenter: Yi-Han Yang
Instructor: Dr. Pi-Ying Teresa Hsu
Date: March 9, 2011
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CitationLiu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. An International Journal of Educational and Applied Linguistic, 34, 301-316.
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Content
I Introduction
II Literature Review
III Methodology
IV Result & Conclusion
V Reflection
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Introduction
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Introduction
Listening
Speaking
Reading
Writing 1970s
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Purposes
- To investigate the issue of anxiety in non-English majors at three different
proficiency levels students
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Literature Review
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There were three components of foreign language anxiety:
(Horwitz et al., 1986 )
Literature Review
Communication apprehension
Fear of negative evaluation
Test anxiety
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Literature Review
Hortize et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS), which has gained widespread popularity in subsequent research studies on anxiety in language learning situations.
(Aida, 1994; Chen, 2002; Cheng et al., 1999; Kitano, 2001; Phillips,1992; Saito et al., 1999; Wang and Ding, 2001; Worde, 2003)
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Literature Review
Experience had a significant effect on anxiety and female students were found to score on the anxiety scale higher than did males.
(Aida, 1994)
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Research questions1. To what extent do the students experience anxiety in oral English classroom?
2. What is the difference in anxiety among the students at different proficiency levels?
3. In which classroom activity are the students the most anxious?
4. Is there any change in student anxiety in different classroom activities over the term?
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Methodology
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Methodology
Time:
A full term (14 weeks)
Band 1 Band 2 Band 3
166Least
proficiency
224 157The most proficienc
y
Instruments:
Survey, observations, reflective journals and interview
Participant: 547(430male and 117 female) first-year undergraduate non-English majors enrolled in the English Listening & Speaking course.
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A 36-item survey adapted from the FLCAS developed by Horwitz et al. (1986)
ex: It frightens me when I don’t understand what the teacher is saying in English.
Foreign Language Class Anxiety(FLCAS)
Five Points Likert Scale
1 2 3 4 5
Strongly Disagree Disagree
Neither Agree nor Disagree
AgreeStrongly
Agree
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• 36-items• 5-points Likert
Scale
FLCAS
• Name, gender, age, and department
Background questionnaire
• Keep weekly record of the most/least anxiousnt students.
Teacher observation
• Be asked to write reflective journals on a weekly basis for six successive weeks .
Reflection journal
• Be observed and video-recorded three times per class.
• Focus on oral activities.
Classroom observation
• Have difficult understanding the questions in English or did not like speaking English.
Semi- structured interview
Instruments
Semi- structured interview
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Semi-structured interview
A semi-structured interview is a method of research used in the social sciences.
A semi-structured interview is flexible, allowing new questions to be brought up during the interview as a result of what the interviewee says.
The interviewer in a semi-structured interview generally has a framework of themes to be explored.
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Results and discussion
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Achieving a reliability score of 0.92 in the present research.
Result and discussion
the real number
percentage
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These numbers indicate that at least one-third of students experienced moderate to high anxiety
Result and discussion
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(1) To what extent do the students experience anxiety in oral English classroom?
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Anxious students were afraid of making mistakes in the English class.
Anxious students feared they would not understand all the language input was also consistent with communication apprehension.
Anxious students reported that they were afraid to speak and felt deeply-conscious when asked to risk revealing themselves by speaking English in the present of other people.
(1) To what extent do the students experience anxiety in oral English classroom?
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The ANOVA results presented that proficiency/level did not play a significant role in distinguishing the students at different proficiency levels.
(2) What is the difference in anxiety among the students at different proficiency levels?
The more proficient students tended to be less anxious in English language classrooms, the difference was not significant.
ANOVA
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(3) In which classroom activity are the students the most anxious?
Being singled out to answer questions and giving presentations, were the most anxiety-provoking activities in class.
Most anxious
Least anxious
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(4) Is there any change in student anxiety in different classroom activities over the term?
With increasing exposure to spoken English, many students’ anxiety levels decreased in oral communication in class during the term, a tendency not only reported by the students themselves but observed by the teachers.
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Reflection
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Reflection
• The paper did not show how the research divided the participants into three bands.
• The study did not consider others variables, for example, gender, achievement scores.
• After translating the FLCAS, did the research conduct the pilots study?
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Thanks for your
listening
"Only by coming to grips with difficulty
can you realize your full potential."
-- Charles de Gaulle, president of France