Foreign language anxiety and its impacts on students’ speaking competency

Aguila, Kathreen B. (2016) Foreign language anxiety and its impacts on students’ speaking competency. Masters thesis, Widya Mandala Catholic University.

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Abstract

Emotions, including the feeling of anxiety, are one of the factors that influence learning. The experience of anxiety may either have negative or positive effects on the learning process, though often times it disrupts it. This qualitative study is intended to investigate the factors causing students’ foreign language anxiety and its impacts on their speaking competence. This study utilizes typical case sampling of students taking English Conversation Class Level II in a university in Surabaya. During the classroom observations, students’ speaking performances were evaluated with the guidance of an adopted speaking assessment rubrics, and the individual average scores were computed. Based on the performance, the class was categorized into three groups: high level, middle level and low level performers. Afterwards, Foreign Language Class Anxiety Scale (FLCAS) questionnaires were administered to the whole class to determine the anxiety levels, and interviews were done on selected participants. The results showed that the major factors that contribute to language anxiety include situations such as lack of preparation for the class, when the teacher asks questions which have not been prepared, the feeling or thinking that others are better at English, worrying about the consequences of failing the subject and other internal factors such as lack of self-confidence, lack of knowledge in grammar, and limited vocabulary size. It was also found out that the class is considered to have a slightly high anxiety level, and there is an invert relationship between the FLCAS score and the speaking performance. As to the speaking competence, anxiety has its most negative impacts on students’ communication skills and interactive ability. With the different internal and external factors of anxiety that interrupt language learning, it is believed that this concern can be overcome by constant practice and exposure to the target language. In support to this, teachers play a part in assisting the students throughout the language learning process.

Item Type: Thesis (Masters)
Uncontrolled Keywords: Language Anxiety, Factors causing Foreign Language Anxiety, Speaking Competence, Language learning, Foreign Language Class Anxiety Scale (FLCAS)
Subjects: English Education
Divisions: Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User: Users 3008 not found.
Date Deposited: 03 Oct 2016 02:09
Last Modified: 04 Oct 2016 01:51
URI: http://repository.wima.ac.id/id/eprint/8441

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