Language researchers advanced the idea that Foreign Language Anxiety (FLA) has been a discussion of so much interest for it impairs language proficiency among students.
The purpose of this study was to find out the level of students’ language anxiety and its effect on speaking proficiency. It was carried out among the forty-one Bachelor of Science in Hotel and Restaurant Management (BSHRM) students of Mindanao State University-Maigo School of Arts & Trades (MSU-MSAT). Quantitative and qualitative research methods were employed. Data was collected using Horwitz et.al and Educational Testing Services materials. Furthermore, the mean and standard deviation was observed. These were carried out further using the Multiple Linear Regression procedure to determine the effects of the respondents’ level of language anxiety in relation to speaking proficiency.
Results revealed that the respondents’ communication apprehension and negative evaluation had a high anxiety level. Respondents’ high level of anxiety affected the way they communicate in English. On this premise, a Communication Enrichment Program was proposed to address the oral communication problem of the respondents.
Table of Contents
1. Introduction
2. Theoretical Framework
3. Conceptual Framework
4. Statement of the Problem
5. RELATED LITERATURE & STUDIES
5.1 Foreign Language Anxiety
6. Research Design
7. The Respondents
8. Data Gathering Procedure
9. Instruments Used
10. Scoring System
11. SUMMARY, CONCLUSION, AND RECOMMENDATIONS
11.1 Summary
11.2 5.1 Summary of Findings
11.2.1 5.1.1 Respondents’ Profile
11.2.2 5.1.2 Respondents Level of Language Anxiety
11.2.3 5.1.3 Respondents’ significant difference on the level of the language anxiety when grouped according to their profile
11.2.4 5.1.4 Respondents’ Level of Speaking Proficiency
11.2.5 5.1.5 Respondents significant difference of their anxiety level and speaking proficiency.
11.3 CONCLUSION
11.4 Recommendations
Research Objectives and Themes
The primary objective of this study is to investigate the level of language anxiety among third-year BSHRM students at Mindanao State University-Maigo School of Arts & Trades and to examine its specific effects on their English speaking proficiency. The study seeks to establish whether high levels of anxiety, categorized into communication apprehension, test anxiety, negative evaluation, and classroom anxiety, correlate with reduced oral communication performance, ultimately aiming to propose a tailored Communication Enrichment Program.
- Measurement of language anxiety levels using the Foreign Language Classroom Anxiety Scale (FLCAS).
- Assessment of English speaking proficiency through structured spoken tests.
- Analysis of the relationship between demographic profiles (age, sex, socio-economic status) and anxiety levels.
- Development of a pedagogical intervention program for communication enhancement.
Excerpt from the Book
Foreign Language Anxiety
Grolier Encyclopedia (2000) stated that foreign language anxiety (or xenoglossophobia) is the feeling of unease, worry, nervousness and apprehension experienced when learning or using a second or foreign language. These feelings may stem from any second language context whether associated with the productive skills of speaking and writing, or the receptive skills of reading and listening.
Krashen (1987) as cited by Brown (2003) maintained that anxiety inhibits the learner’s ability to process incoming language and short-circuits in the process of acquisition. An interaction is often found among anxiety, task difficulty, and ability, which interferes at the input, processing, retrieval, and at the output level. If anxiety impairs cognitive function, students who are anxious may learn less and may not be able to demonstrate what they have learned. Therefore, they may experience even more failure, which in turn escalates their anxiety level.
Horwitz et.al (1986) as cited in Paee and Misieng study, language anxiety is an amalgamation of various incapacitating psychological as well as behavioral factors that go with language learning situations influenced by the unique process which is inherent in language learning. With this view of language anxiety, Horwitz and her colleagues came up with an instrument called the Foreign Language Classroom Anxiety Scale (FLCAS). It was constructed based on self-reports from students, their own clinical experiences as well as evidence culled from reviews of similar instruments. The finalized version of the FLCAS contained 33 items which employs 5-point Likert-type scales with selections ranging from “strongly agree” to “strongly disagree”. This instrument was intended to measure foreign language learners’ level of anxiety while learning a language in the classroom.
Summary of Chapters
Introduction: Provides the rationale for the study, highlighting the global importance of English and the specific problem of Foreign Language Anxiety (FLA) in academic settings.
Theoretical Framework: Establishes the study's foundation through Second Language Acquisition theory, Social Learning Theory, and Foreign Language Theory.
Conceptual Framework: Outlines the variables, including respondent profiles and the relationship between anxiety and speaking proficiency.
Statement of the Problem: Lists the specific research questions regarding respondent profiles, anxiety levels, and the effect of anxiety on performance.
RELATED LITERATURE & STUDIES: Reviews existing literature on the impact of anxiety on cognitive processing and language acquisition.
Research Design: Describes the methodology, employing both quantitative and qualitative approaches to gather and analyze data.
The Respondents: Details the demographic background of the 41 BSHRM students involved in the study.
Data Gathering Procedure: Explains the administrative steps and ethical permissions secured to conduct the survey and tests.
Instruments Used: Defines the FLCAS questionnaire and the Test On Spoken English (TSE) used for data collection.
Scoring System: Details the Likert scale categorization used to interpret anxiety levels.
SUMMARY, CONCLUSION, AND RECOMMENDATIONS: Synthesizes findings, confirms the negative impact of anxiety on proficiency, and provides actionable recommendations for curriculum enhancement.
Keywords
Foreign Language Anxiety, Cognitive function, Language learning, Speaking proficiency, Enrichment Program, Communication apprehension, Test anxiety, Negative evaluation, English classrooms, BSHRM students, Second Language Acquisition, Social Learning Theory, Oral communication, Language performance, Pedagogical intervention.
Frequently Asked Questions
What is the primary focus of this research study?
The study focuses on evaluating the level of language anxiety among third-year BSHRM students and determining how this anxiety impacts their English speaking proficiency.
What are the central thematic areas covered in the research?
The research covers foreign language anxiety (FLA), communication apprehension, test anxiety, negative evaluation, and the overall English speaking performance of hospitality management students.
What is the main research question or goal?
The primary goal is to assess the relationship between language anxiety and speaking ability, with the ultimate objective of developing a Communication Enrichment Program for the respondents.
Which scientific methods were utilized in this study?
The researcher employed both quantitative and qualitative methods, utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) and the Test On Spoken English (TSE), followed by Multiple Linear Regressions analysis.
What topics are discussed in the main body of the work?
The main body covers the theoretical background of language anxiety, the conceptual framework linking demographic variables to proficiency, data collection procedures, and the analysis of findings regarding student anxiety levels.
How would you characterize this work using keywords?
The work is characterized by terms such as Foreign Language Anxiety, Speaking proficiency, Cognitive function, and Communication Enrichment Program.
Did the study find a significant link between student profiles and anxiety levels?
The study concluded that there was no significant relationship between the demographic profiles (age, sex, income, etc.) and the respondents' anxiety levels, suggesting that these factors did not influence their English communication experiences.
What specific recommendation does the author make for English teachers?
The author recommends that language teachers create a motivating, friendly atmosphere and design fun, engaging speaking activities to reduce anxiety and build student confidence.
How does anxiety specifically impact the students according to the results?
The results indicate that high levels of anxiety interfere with the input, processing, and output levels of language learning, leading to "generally not effective" oral communication performance.
- Quote paper
- Edgar R. Eslit (Author), 2020, Language anxiety of students and its effect on speaking proficiency, Munich, GRIN Verlag, https://www.grin.com/document/593846
