미국 내 거주하는 ESL 학습자들의 영어 말하기 불안에 영향을 주는 변인 탐색
An Investigation in Variables of English Speaking Anxiety Levels of ESL Learners in America
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This study is to investigate variables in English speaking anxiety levels of ESL learners in America. A total of 205 students, aged 12 to more than 40, answered a questionnaire based on 40 selected items from Foreign Language Classroom Anxiety Scale, Horwitz & et. al. (1986) and Foreign Language Learning Motivation Scale, Young (1990). The results are as follows: First, ESL learners’ English language speaking anxiety level is lower than the median (M=2.79), and second, there are no significant differences in English language speaking anxiety levels based on gender and living location. Third, there are significant differences between the age of 12-18 learners’ speaking anxiety levels and other age groups [F(1, 203) = 13.73, p < .001]. Finally, there are significant differences between learning efficacy and English language speaking anxiety levels in ESL learners (β = -.38, t = -5.86, p < .001). Thess results suggest that teachers consider learners’ features to reduce their foreign language speaking anxiety. (Kyungnam University)
Abstract
This study is to investigate variables in English speaking anxiety levels of ESL learners in America. A total of 205 students, aged 12 to more than 40, answered a questionnaire based on 40 selected items from Foreign Language Classroom Anxiety Scale, Horwitz & et. al. (1986) and Foreign Language Learning Motivation Scale, Young (1990). The results are as follows: First, ESL learners’ English language speaking anxiety level is lower than the median (M=2.79), and second, there are no significant differences in English language speaking anxiety levels based on gender and living location. Third, there are significant differences between the age of 12-18 learners’ speaking anxiety levels and other age groups [F(1, 203) = 13.73, p < .001]. Finally, there are significant differences between learning efficacy and English language speaking anxiety levels in ESL learners (β = -.38, t = -5.86, p < .001). Thess results suggest that teachers consider learners’ features to reduce their foreign language speaking anxiety. (Kyungnam University)
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